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OS 3i7^B'6 



The Children's Friend, 

Organ of the Primary Associations of 

the Church of Jesus Christ 

of Latter-day Saints 

Edited and Published by the General Board 

Volume IX 


Salt Lake City, Utah 



JUL 1 1914 




Are You a Goop 136 

Autumn 564 

Beautiful Things 243 

Better Way. The 376 

Calf Path, The 426 

Child's Thought of the Harvest,A 603 

Grant Us Unity and Love 564 

Hushed was the Evening Hymn 423 

Iron, Silver and Gold 248 

I Like Little Pussy 544 

Joseph the Prophet 304 

Little Gray Mouse, A 425 

Man in the Boy, The 83 

Mary and Her Little Brother. . . .300 

New Thought, A 67 

Opportunity 600 

Song without Words. A 123 

Son of God Became Man That 
We May Become Partakers of 

the Divine Nature, The 659 

Sympathy 260 

Thoughts for the New Year 3 

To Whom Shall We Give Thanks 607 

Thanksgiving at Grandma's 617 

Tell Him So 656 


Angelina 213 

Abbie's Cure 265 

Afternoon in Polly's Life, An . . . 269 

Annie's Feud 403 

Aunt Debbie's Thanksgiving. . . .613 

Billy the Dog 4 

Birthday Sled, The 30 

Betsy Brandon's Guest 63 

Box of Candy 149 

Best Way, The 402 

Be Kind to the Weak 408 

Big and Little 452 

Button Story, A 490 

Boy Who Missed a Chance, A. . .522 

Beautiful Esther 549 

Bessie's New World 584 

Brick Oven Thanksgiving, A.... 611 

Birth of Christ, The 633 

Beauty of Giving, The 639 

Big Voice of Little Things, The. 103 

Burning Mine, The 113 

Beautiful Homes, The 216 

Cherry Party, The 132 

Christmas Story, A 637 

Christmas Message that Snow- 
flake Carried, The 641 

Christmas Present, The 647 

Christmas with Aunt Belinda. .. .660 

Cake Baby, The 456 

Crooked Tree, The 278 

Dorothy Letter Party 9 

Dorothy's Welcome Home 37 

Dare to do Right 54 

Dandelion House, The 98 

David and Nehemiah 158 

David and His Sheep 266 

Day in the Woods 275 

Do What You Can 338 

Drummer Boy, The 41 

Every Little Helps 35 

Elephant's Gratitude, The 123 

Easter Surprise, An 151 

Ephraim's Boys and the Fourth.. 365 

Elisha 450 

Edna's Lesson 455 

Eugenia's Meddlesome Fingers. 568 
Ernest and Viola's Thanksgiving 608 

Fearless and Honest 343 

Faith 376 

Faulty Car Wheel, A 474 

First Sled Ride. His 569 

Flower Sermon, A 586 

Father's Christmas Gift 640 

Growing Boy, The 69 

Great Dipper, The 108 

Grandmother's Present 2il 

Gold in the Orchard, The 277 

Good and Bad Apples 277 

Gift of Interpretation, The 294 

Garfield and His Mother 348 

Good Rule, A 460 

Great Grandfather's Thanksgiv- 
ing 615 

Getting Ready 652 

How Gypsy Helped 86 

He Was Willing to Let Her Go. . 97 
Heart Behind the Words. The... 105 

Housekeeping 152 

Hallowed Be Thy Name 154 

Harold Mason's Cure 187 



Homesick Girl, The 215 

How the Boy Nephi Saw the 

Mother of Jesus 298 

Harr/s Riches 310 

Happy Morning, A 393 

How Bessie Forgave 401 

How Walter Took Care of Dor- 
othy 424 

How Little Indian Girls Play... 488 

Helping Polly Grow Up 489 

Harold's Temptation 509 

How Ruth Lost and Won 520 

His Birthday Surprise 568 

Happy Because Contented 586 

How Dorothy Was Saved 634 

In Japan 209 

I Can't S\i 

I'll Pay You for That 617 

In the Beginning 461 

Jump 34 

Joshua 220 

Joseph Smith as an Athlete 230 

Joe's Churning 234 

Jesus Walks on the Sea 268 

Jesus the Good Shepherd 272 

Joe's Lesson 427 

Joseph 451 

Jack and Jack 459 

Knights of the Twelfth Century. 5 

Karl G. Maeser 293 

Katie Did 395 

Kindness Makes Paradise 410 

Kiuna's Knife 431 

Kate Leland's Five Dollar Bill.. 519 
Kitty's Wish 567 

Lincoln and the Birds 69 

Little Hot Water and Cold 

Water 128 

Little Heroine, A 130 

Little Sister 89 

'Little Caretaker, The 92 

Little Jessie's Lesson 94 

Lesson on Forgiveness, A 162 

Lonesome Christmas, A 177 

Little Watches, The, 206 

Lord of All, The " 218 

Lord's Supper, The 223 

Land of Pretend, The 265 

Little Errand for Whom 271 

Little Rain Prophet, The. ...... .306 

Leonard's New Way of Seeing 

Things 331 

Legend of the Great Dipper 332 

Little Servants 334 

Louisa Free 516 

Making a Picture 32 

Mr. Day's Valentine 65 

Moses and the Burning Bush... 156 
Man with Fresh Flowers, The ... 191 

Mary and Martha 225 

Miraculous Healings 296 

Mrs. Flyaway 339 

Mother's Jewels 343 

Mrs. Nature and Her Magic 

Broom 374 

Munson Clock, The 463 

Mabel's Museum 485 

Mysterious Disappearance, A 544 

My Darling 551 

Merry Christmas for Two, A 643 

Multitude Fed, The 274 

Nanc3r*s Sick Lady 148 

New Dog. The 183 

Naughty Boy's Reward, A 400 

Nothine But Tansy 511 

Not So Fast 527 

One Rainy Afternoon 129 

Observation 309 

One Who Came First, The 344 

Orphan Annie 398 

Old Friends or New 453 

One Afternoon 508 

Obedience .&\A 

Obedience Brings Happiness! !. ]646 

Pillar of Fire 357 

Pray from God's Side of the 

Fence 1^ 

Polly's Black Friday [ 185 

Princess Silkilocks 208 

Paying the Forfeit 308 

Philipino Child Servants 312 

Protected by the Flag .329 

Package of Squash Seeds 466 

Precious Promise, A 514 

Pansy's Lily 575 

Princess Olga 636 

Queer Old Garden, A 484 

Robert's Valentine 31 

Robert and Elizabeth 88 

Real Miss Blank, The 106 

Resurrection of Jesus, The 221 

Right Port, The 304 

Righteous Never Forsaken, The. 347 
Rob Craig's Strange Experience. 405 

Robert's String of Fish 416 

Road Across the Plains, The 469 

Story from Real Life, A 43 

Self Control ' 56 

St. Valentine's Day 68 


Sister Mary 127 

Study of Badges, A 100 

Sister and Her Brother 273 

Sally and Polly's Playhouse. . ..366 

Sclwyn's Trouble 396 

Story of Mussentouchit, The 397 

Sclwyn's Marching Orders 512 

Slander .....527 

Strangely Unaccommodating 

Day, A 572 

Straight Lines and Curves 579 

Sunny Jim 581 

Through Thick and Thin 58 

Try, Try Again 126 

Two Little Children 90 

Tongues 104 

Trap, The Ill 

This Bmr Became a Great Man.. 164 

Their Fairy Neighbor 211 

Twins, The 244 

Two Sabbaths 270 

Twelfth Birthday, The 280 

Their Gift 307 

Two Burglar Stories 341 

Tim Holbrook's Credentials 370 

True Story, A 571 

To Help 587 

Thank You Week, A 591 

Thankful's Thanksgiving 604 

Telephone, The 618 

Three Wise Men, The 649 

Unexpected Reward, A 578 

Unexpected Guests 614 

Vbiting Elephant, A 635 

Widening- Circle, A 8 

When Billy Was Lost 39 

Washington Anecdotes 66 

Why Everybody Loved Dan 90 

Where Slang Comes From 102 

Why Falls Did Not Hurt 109 

Waking Up Time 262 

Why Father's Dinner Was Late 330 

Wake Up Story, The 336 

Wind Storm, The 515 

When Mother Helped 518 

What Mattie Said 528 


Advice to School Girls 12 

Art of Being- AgreeaDle, The 477 

Comic Valentines 72 

Cookery Class 137 

Don't Idly Dream, But Do 619 

Ella's Magazine 434 

For Little Girls 555 

Good View, A 10 

Good Resolutions 70 

Good Old Rule, A 138 

Girl Who Has Friends, A 620 

Happy New Year, A 10 

Her Name 249 

Half Made People 313 

How to Be Happy 553 

How the Girls Helped 667 

Hundred Years Ago, A 666 

If I Were a Girl Again 70 

Improving the Soup 314 

It Wasn't Easy 313 

Life 477 

Muffins and Other Things 71 

Maid of all Work, The 249 

Makes Her Hands so Red 313 

No Secrets from Mother 478 

OflF the Pedestal 37 

Only a Little Thing 552 

Polly 552 

Song from the Suds, A 433 

She is Always Way Behind 493 

Speaking Faces 555 

Surprise for Mother, A 667 

Today 10 

Teaching School 192 

Two Home Comings 619 

Unattainable Standard, The 433 

What One Girl Began 193 

World as a Looking Glass, The. .667 
Would You Be Beautiful' 250 


American Boy, The 195 

Aristocratic Pocket Knife 315 

Boy Can, A -....,..380 

Baby Engine, A 438 

Boys and Tot, The 495 

Coming Man, The 251 

Dependable Boy, The 316 

Dauntless Boy, The 436 

For the Battle of Life 139 

Fighting a River 436 

Froggy's New Coat 556 

Grindstone of Fate, The 73 

How Boys Learn to be Kings... 73 

Helping Hand, A 479 

Ideal Boy, The 15 

Indolence 668 

Indoor Sun 496 

In Life's Right Way 670 

Johnny's Rule 495 

Little Scholar's Choice, The 381 

Little Gentleman. A 557 

Luck 668 


On, Boys, On 315 

On the Railroads 621 

Pity 'Tis, Tis True 621 

Room at the Top 196 

Sure Wav, The 139 

School Boys in Syria 254 

Season's Loves 252 

Two Laddies 252 

Two Boys Who Meant Business 479 

Running Errands 3fc>l 

What Have You Done 14 

What God Gives a Boy 140 

When Ted's Away 195 

Wishing and Working 438 

When Daddy Was a Little Boy.. 556 
Your Niche 622 


Animal Crackers 317 

Boat Race, A 18 

Bible Puzzles 142 

Blowing the Candle 623 

Blind Nut Seekers 623 

Christmas Games 670 

Clotehsoin Dolls 317 

Flip, Flap, Flummery 197 

Getting Acauainted 18 

Good Little Man. The 197 

Interesting Game, An 141 

Musical Romance, A 18 

Magazine Game, A 141 

Newspaper Animals 19 

Noted Characters 18 

Post Card Game 76 

Playing Hospital 75 

Partially Covered Photographs.. 75 
Popcorn and Cracker Contest. . . .623 

Rhyming Words and Actions 253 

Railroad Game 253 

Shouting a Proverb 75 

Umbrella Admission j17 


A Child's Prayer 672 

Baby Has Gone to School 318 

Bad Boy, The 5.S2 

Christmas 673 

Christmas Without Children 671 

Chumming with the Boy 77 

Care of Children, The 318 

Don'ts for Parents 344 

Express to Sleep Town, The 625 

Household Fairy, The 198 

Habit of Threatening Children, 

The 198 

Helping the Teacher 384 

Home, The 497 

Helpful Children S58 

Irritable Children 143 

John Johnson and His Potatoes 254 

Lessons from the Baby 20 

My Strengthener 143 

Mite Song, A 382 

Mothers Should Know 384 

Making Baby Clothes 439 

Mother's Love, A 497 

Neglect W8 

New Year, The 22 

Pleasant Evenings at Home ... 20 

Prayer, A !44 

Reading Aloud 672 

Redeeming the Time 2S4 

Story of Longfellow, A 255 

Safe-guarding a Child's Purity.. 625 
Twelve Things Which Parents 

May Do 80 

Teach the Children the Value of 

Money 439 

There's Nobody Else 558 

Woman's Opportunity 497 


As a Little Child 45 

Annual Convention 258 

Angels' Promise, The 258 

An Open Letter 2^9 

Annual Convention Program. . . .323 

Annual Report for 1909 391 

Address, Emma Ramsey Morris. 501 
Along the Line of Observation . . SC2 

Basket, The 385 

Choristers and Organists 443 

Christmas in the Pnmary Asso- 
ciation .628 

Grant Us Unity and Love 564 

John R. Winder, President 257 

Libraries in the Primary 445 

Life's Mirror 500 

Motto for 1910 25 

Moral Infectiousness 25 

Master's Question, The 442 

Nellie Colebrook Taylor 258 

Our Tasks 81 

Officers' Paper 145 

Our Social Day 3S>0 

Primary Class Without a Sen- 

arate Room 500 

Physical Exercises in the Pri- 
mary Associations 560 

Self Training of the Teacher 81 

Sympathy 260 

Summer Adjournments 385 

Suggestive Lesson, The 387 

Special for Primary Officers 627 

Such a Narrow Life 630 



TeachinjCf Reverence and Respect 202 
Would We 202 


Battle of Yawns and Gaps 631 

Child Patriot, A 392 

Do You S'pose 596 

Evening Thought, An 328 

Flower Lady, A 204 

Freddy's Profession 205 

Hungry Chickens, The 204 

Happy Family, A 631 

In Bed 507 

Japanee And Me, The 506 

Kiss, The 147 

Little Builders, The 84 

Little Helpers 327 

Little Willie's Hearing 328 

Lights of DiflFerent Kinds 449 

Mother's Comfort 28 

Miss Contrariwise 326 

My Age 507 

My Servants 565 

Missing Turkey, The 632 

New Year's Song. A 27 

Opening Address 27 

Our Flag 392 

Pebble's Lesson, The 205 

Polly's Pie 326 

Pupil's Fate. The 449 

Question, A 566 

Six Jolly Little Eskimo 506 

This Little Boy Was Right.... 84 

Those Buttons 85 

Three Pussie Cats 327 

Teddy's If 507 

Terrible Time in the Kitchen, A. 565 

Words of Wisdom 27 

Who William Is 84 

Washington's Birthday Wish, A. 85 

Wise Little Bee, A 204 

Whineyboy and Smileyboy 392 

When Grandma Goes Away 506 


Presidency of the Primary As- 
sociations 2 

BishoVs Building 23 

Shoeing the Horse 62 

Song Without Words 122 

New Dog, The 182 

Innocence 242 

Winder, John R 256 

Winder. Maria B 257 

Joseph Smith the Prophet 302 

Helping Hand, A 362 

Boy Samuel, The 422 

Good Friends 482 

Chilly Autumn 442 

Gleaners, The 602 


Literary Value of the Bible 200 

Children's Reading 200 

Keep Your Books Clean 201 

Who Are Your Friends 321 

Books 441 

How to Read a Book 441 

What to Read 441 


First Grade — Lessons on 

Cheerfulness 90 

Doing Right 397 

Doing Our Best 633 

Forgiveness 511 395 

Generosity 29 

Giving Pleasure to Others 31 

Golden Rule, The 32 

Good Nature 264 

Good Deeds 394 

Helpfulness.... 86, 152, 393 508. 568 

Happiness 261 

Helping Others 635 


89. 148, 210, 266, 332, 543, 510, 636 

Keeping Out of Trouble 567 

Love 206, 637 

Loyalty 329 


.....33, 87, 149, 207, 330, 451, 569 

Politeness 209, 455 

Patience 263, 452 

Springtime, The 150 

Seeing the Best 331 

Temptation 509 

Thanksgiving Day 570 

Suggestions for Valentine's Day 29 

Second Grade — Lessons on 

Answer to Prayer 517 

Bible Stories 681 

Earthly Home, The 92 

Father Who Made the World 35 

Father Wh6 Made the Home 36 

Father's Loving Care 38 

Father Who Hears Our Prayers 40 

Food and Drink 334 

Forgiveness 403 

Golden Rule. The 400 

Gratitude for Home 572 

Gratitude for Friends 575 

Gratitude for School 577 



Generosity 637 

Heavenly Home, The 96 

Helpfulness 336 

Kingdom of Home 214 

Kingdom, My 212 

Kingdom of Heaven, The 2i5 

Kindness 270, 641 

Lord's Name, The 153 

Lord's House, The 155 

Love for God's Hou»e 158 

Love 272 

Loving Your Neighbor 401 

Millennium 217 

Merry Christmas 643 

Obedience 267 

^Preparation for Heaven 98 

Providence is Over All 513 

Protection from Harm 515 

Reverence for God's Care 156 

Returning Good for Evil 398 

Remembering Others 640 

Separation 94 

Service for Others 338 

Saving of Life 516 

Thoughtfulness 274 

Temptation to be Disobedient. . .454 

Temptation to be Selfish 456 

Temptation to be Dishonest. .. .457 

Temptation to be Unjust 458 

Thanksgiving Day 579 

Unselfishness 338 

Third Grade — Lessons on 

Answer to Prayer 164 

Abraham . . : 276 

After Christmas 648 

Beautifying Life 409 

Borrowing 468 

Bearing False Witness 519 

Conversation 103 

Care of the Body 404 

Cheating 465 

Courage in Telling Truth 525 

Covetousness 580 

Contentment 583 

Christmas Day 647 

Day of Rest, A 219 

David 280 

Fast Dav 224 

Father's Good 281 

Gossip 527 

How God Loves His Children ... 45 

How to Pray 163 

Happiness 585 

Idolatry 42 

Joseph 278 

Keeping Promises 522 

Life of Christ, The 689 

Lives of Animals 405 

Mother's Heroism 341 

Mother's Wisdom 342 

Mother's Sacrifice 344 

Mother's Faith 346 

Profanity 99 

Resurrection of Jesus 221 

Review of the First to Fifth 

Commandments .* 644 

Review of Sixth to Tenth Com- 
mandments 645 

Slang .101 

Sacrament, The 223 

Sincerity . , 105 

Saving Life 408 

Seventh Commandment 459 

Thou Shalt Not Steal 462 

Thanksgiving 588 

Worship of Wealth 43 

Worship of Power 44 

What Prayer is 160 

Why We Pray 162 

Fourth Grade — Lessons on 

Anger 353 

Breathing 165 

Being Somebody 533 

Cheerfulness 356 

Choosing Companions 531 

Exercises 228 

Glorifying the Body 112 

Games 226 

Good Examples to Follow 473 

Gratitude 589 

Gratitude Expressed by Giving. .592 

Gratitude Brings Happiness 593 

Hearing and Smelling 288 

Having an Aim in Life 530 

How to Study Helps 535 

Life Physical 651 

Life Mental 652 

Life Spiritual . 653 

Nervous System 285 

Old Testament Stories 696 

Other Drinks 110 

Personal Responsibility 477 

Pure Air 167 

Rest 231 

Revelation, The 650 

Sunshine 169 

Sight 286 

Self Control 348 

Stumbling Blocks 474 

Touching and Tasting 290 

Table Manners 351 

Thanksgiving Day 594 

Varieties of Food 49 

Ventilation 171 

Value of Exercise 471 

Why We Eat 46 



What to Eat 47 

When to Eat 50 

Water 106 

Wisdom 233 

Work. Value of 411 

Work, Honorable 413 

Workshop, The Devil's 415 

Work, Blessing of 417 

Fifth Grade — Lessons on 
Authority to Preach the Gospel 175 

Atonement, The 238 

Baptism 117 

Church History * 700 

Church Today, The 240 

Conscience, The 597 

Christmas 655 

Earth, The 236 

Example 655 

Faith 115 

Fall, The 237 

Gift of the Holy Ghost, The 118 

Gift of Tongues, The 293 

Genesis 359 

"fathering of Israel, Ine 538 

Healing 296 

How We Came to Have the Book 

of Mormon 419 

Incidents from the History of the 

Nephites 420 

Liberty 596 

Land of Liberty, The 598 

Missions 176 

Missionary Spirit, The 179 

Moses to David 359 

Natural Results 58 

New Testament, The 360 

Nephites in the Promised Land, 

The 419 

Obedience 654 

Preparation for Preaching the 

Gospel 175 

Prophecies 295 

Personal Revelations 480 

Pure in Heart, The 538 

Responsibility 54 

Resisting Temptation 56 

Repentance 116 

Revelations from God 478 

Revelations from God through 

the Savior 479 

Revelations from God through 

the Prophet Joseph Smith 480 

Renewal ofthe Earth. The 540 

Reviews . 657 

Solomon to Daniel 360 

Savior Amongst the Nephites, 

The 420 

Thanksgiving 599 

Visions and Dreams 298 

What Shall the Harvest Be 51 

Zion 539 




Vol IX. JANUARY, 1910. • No. 1. 


Let us walk softly, friend; 
For strange paths lie before us, all untrod: 
The New Year, spotless from the hand of God, 

Is thine and mine, O friend! 

Let us walk straightly, friend; 
Forget the crooked paths behind us now. 
Press on with steadier purpose on our brow, 

To better deeds, O friend. 

Let us walk Rladly, friend; 
Perchance some greater good than we have known 
Is waiting for us, or some fair hope flown. 

Shall yet return, O friend! 

Let us walk humbly, friend; 
Slight not the heart's-ease blooming round our fe^** 
The laurel blossoms are not half so sweet. 

Or lightly gathered, friend. 

Let us walk kindlv, friend; 
We can not tell how long this life shall last. 
How soon these precious years, be overpast: 

Let love walk with us, friend. 

Let us walk quickly, friend; 
Work our mite while lasts our little stay, 
And help some halting comrade on the way: 

And may God ^ruide us, friend! 

— Lillian Gray. 



It was one night in January, the snow was now six or seven inches 
deep, and still it grew deeper and deeper. 

A man walked briskly up the street, buttoning his overcoat closer 
about him as he hurried along. Turning the comer, he saw a small 
dog, sitting close by the path. Though in a hurry, he stooped, and 
patted the dog on the head. The animal looked after him wistfully, 
and, after sniffing the air for a moment, trotted up the path, after the 
one who had shown him a little sympathy. 

By the lime the man turned in at his gate, the dog was close at his 
heels. On the porch, he paused to shake the snow from his hat and 
coat, then as he opened the door the dog slipped in and took refuge 
under the kitchen table. 

Near the stove, sat a little boy and his mother. As soon as the 
child saw the dog he crawled under the table and patted him on the 
head. In return, the dog put out his paw, and the little boy, very much 
pleased, shook it in a warm, friendly way. 

"Papa," said the little fellow, "please let him stay ; he's such a nice 
doggie, and it is so cold outside." 

"But Teddy, he doesn't belong to us, and he's a valuable dog, so 
someone will be looking for him." 

Through the persuasion of the boy it was .decided that tlie dog 
could stay till he was claimed. 

Each day the boy and Billy played together and at night the dog 
slept behind the stove. A week passed in this "way and no one had 
claimed him. 

Thus Billy found a home. 

A year later we find Billy a trusty Scotch-Collie — white, with 
brown on his back and head. His beautiful, deep brown eyes appeared 
to be almost human, and their intelligence seemed greater than 5iat of 
some persons. 

Billy's master was still a mere child and he and the dog were con- 
stant companions. Whenever Teddy went, Billy went too. and between 
the two a strong tie of love had been formed. 

The following summer the boy became ill and had to stay in bed. 
Billy seemed sick, too, because he couldn't see Teddy, and day after day 
he lay around and took no interest in anything or anybody, scarcely 
eating or drinking a thing. 

A few days passed and the boy asked for the dog and Billy went 
bounding into the room. After this, he stayed an hour or two every 
day with his master, and he began to seem himself again. 

It was over a month before Teddy was out of bed, and allowed to 
go out and play with Billy, but when the little boy was able to sit upon 
a chair, Billy never left his side. It seemed as though he wanted to do 


something to show his gratitude for the kindness of his new friends. 
Every glance of his eye seemed to express thankfulness. 

As time went on Billy did many little things that gained their love 
and showed his love for them. 

We should profit by this little example and be kind to animals; 
it does not cost us anything and it makes even these dumb brutes hap- 
pier. In doing an act of kindness we shall always be repaid, especially 
by a dog, for he is a noble animal that will always befriend his master. 
— Elias E. Barlow, Student Weber Stake Academy. 


"Pa, just feel my muscle !" exclaimed Walter Williams, as he bent 
his forearm for his father's inspection. "That's all come this year. 
Baseball did it." 

"What good is it ?" asked his father, turning to his evening paper. 

"What good is it?" echoed Walter, his eyes wide open with as- 
tonishment. "Why, I can pitch better than any boy on the team, and I 
am second at the bat and I won at shot-putting the other day." 

"Yes, but what good is all that?" repeated his father, as he looked 
at his son quizzically over his newspaper. 

Walter was too bewildered to reply immediately. He was used to 
questions of this kind from his father and he knew that this one, like 
a gcMxl many others, was asked to make him think. 

"It makes me strong," he finally hazarded by way of answer. 

"But what good is strength?" again asked his father. 

A smile broke over Walter's face. "Now father," he said, aflfec- 
tionately, "you're only teasing me. You know you want me to be 
strong — you said so the other day. And you said I could put in all 
the athletics I wanted if I didn't neglect my studies. Now, didn't you, 

"Yes, my boy," replied his father. "I certainly did. And I do 
want you to become a strong man. But remember one thing — physical 
strength without courage and chivalry to back it is worthless. You 
might become as strong as Samson of old, but if you only use your 
strength selfishly, what is the good of it, as I said before? Grow as 
strong as you can; get as much muscle as you like by shot-putting, 
horizontal bars, and so forth, but do not stop there. Keep your eyes 
open for chances to use your strength on behalf of those who are 
weaker. Then your strength will be worth while. Now run away, son, 
and think it over." 

"Courage!" "Chivalry!" How the words fired the boy's imag- 
ination! He had recently finished reading Ivanhoe and was at that 
time about half-way through Quentin Durward. He knew that no mat- 
ter how strong those knights of old might be, unless their cause was a 


worthy one it counted for nought in the annals of chivalry. If he 
would be like those envied warriors he must not only have muscle and 
strength," but an eye quick to perceive danger to a weaker one and a 
heart sensitive to another's distress. 

"By the knights of old I'll make my strength worth while," he said, 
determinedly, to himself, as he prepared for bed that night. "This mus- 
cle of mine shall do some good one of these days or FU know the reason 
why I" 

This determination awoke with him in the morning and stayed 
with him all that day. It spurred him to- so much agility and profici- 
ency in his "gym" practice that his teacher exclaimed before the rest of 
the boys, "Keep at it, boy, and you'll make an athletic record at college 
one of these days." But — "What is the good of it?" was the question 
that held itself persistently before his mind. It did not dampen his en- 
thusiasm, but rather strengthened his resolution to prove that physical 
strength is good for something. 

As the oays went by Walter did not lose interest in watching for 
opportunities no make his strength count for something worth while. 
There were *f > fair ladies to rescue from some predicament, no false 
knights with *^hom to clash swords, but there were scuttles of coal to 
carry into tln^ kitchen for his mother; there were ash barrels to roll 
out on the sriewalk and the lawn mower to push, instead of leaving 
these for his tired father to do at night, for there were many other such 
homely but /lonorable tasks which his strength could manage and so 
make him a real help to those about him. But these did not wholly 
satisfy his longing to "win his spurs" — ^to do something truly knight- 

One day Walter started a trifle late for school. He had a mile to 
walk and usually stopped for one of his chums, but this morning he 
took a short cut across an empty lot which would bring him out at the 
upper end of the street which led to the schoolhouse — rather unfre- 
quented because not built up portion of the town. Before he reached the 
road he heard a rumbling of wheels and something that sounded like a 
woman's scream. Breaking into a run, he reached the street in time to 
see the Widow Brigg's horse and buggy coming down a nearby hill at 
a rapid rate. The lines were dragging on the ground and the widow, 
who was along in years, and her grand-daughter were crouched in 
one corner of the buggy. Walter knew the temper of the old horse, 
as he had often gone to the Widow Brigg's for apples. He knew that 
to try to stop him when he reached the foot of the hill by clutching at 
the bridle would only anger him, and, with the impetus the descent had 
already given him, spur him to faster running, while, on the 
other hand, an obstacle which might cause him to swerve aside would 
without doubt overturn the vehicle. If he could only get hold of those 
loose reins? — that was the safest course. He thought of the muscle 
in that right arm and this nerved him to courage and quick action. 
"Now is my chance to win my spurs !" sprang into his mind and almost 


to his lips in his eagerness. Th^ buggy was an old-fashioned one, with 
the box extending out behind. The curtain was loose and flapping in 
the wind. All these details Walter noticed in the few seconds he waited 
for the horse to reach him, and he formed his plan. Dropping his school 
books he stood as close to the cente'r of the road as he dared. The old 
horse swerved a trifle at the unexpected obstacle, and this gfave Walter 
his opportunity. Quick as a flash he seized the frame of the buggy 
and swung himself around to the back. Although the horse was 
checked for a moment by the added weight, he started on again faster 
than before, and Walter's strength and nerve were taxed to the utmost 
to keep his grip on the rear of the buggy. His bar practice was his 
friend now. In a moment he drew himself up into the back of the 
buggy, climbed over the back of the seat, with the widow's thanks al- 
ready pouring into his ears, stepped over the dashboard on to the 
whiffle-tree, and, with one hand gripping the dashboard to steady him- 
self, reached with the other for the reins. Slowly but surely he is reach- 
ing them. A little more strain on that right arm, a little more nerve 
to brace him as he reaches out over the careering animal's back, a final 
clutch and the reins are in his hand ! It was comparatively easy then, 
first to guide the old horse, who was becoming "winded," and next to 
pull him up to a dead stop, and the widow and her grandchild were 
safe I They stumbled out of the buggy while the horse was still wheez- 
ing and trembling from his unwonted exercise. 

"O, Master Walter !" the widow cried, with the tears running down 
her cheeks, "you've saved my life and Annie's. How can I ever thank 
you enough ? I never thought old Dobbin could run like that. But he 
slipped on a stone at the top of the hill, and my hands bein' stiff with 
the rheumatiz he jerked the reins out of 'em, and they scared him flap- 
ping around his feet, and he ran till you caught him. How can I ever 
pay you for saving a poor old woman and this innocent child? You 
tell your mother she has a son to be proud of, and I'll — " 

By this time Walter, who was naturally modest and did not want 
his act paraded before the crowd that was beginning to collect, jumped 
out of the buggy himself and said : "Please, Widow Briggs, don't say 
any more about it. I am glad I could help you. And now what shall 
I do with the horse?" 

"I'll take charge of him, my boy," said a neighbor of the widow's 
who had just come up. "I'll take the widow home in my wagon, for 
that old horse is too nearly done for to make the trip again very soon. 
As for you, boy, you look pretty nigh winded yourself. You've done 
a noble act, but you better go home and brush up a bit if you expect 
to go to school." 

The bright color flew into Walter's cheeks at the man's words and 
he looked down at himself for the first time. Coat, trousers, shoes cov- 
ered with white dust, hands grimy, hat left behind somewhere, a great 
tear in one sleeve of his coat. With a sudden feeling of bashfulness he 
slipped away from the ready questions that were beginning to bombard 


him as the widow repeated the story to every newcomer, and struck in- 
to a side street on his way home. Though heated and weary and 
chagrined at his personal appearance, his heart was Hght, for he had 
had his chance — he had won his spijrs — he was knight-errant in earn- 
est now ! What were soiled clothes or a strained, aching arm compared 
to that? Now his father could not say his strength was useless, for 
he had saved a weaker one from danger. Surely that was something 
worth while ! 

In after years Walter did make his mark on the athletic field, as his 
teacher had predicted. But never, even when borne aloft on the shoul- 
ders of his comrades after some famous victory, did he feel the same 
intense thrill of happiness as he did after this first successful eflfort to 
use physical strength in an unselfish cause. — Emma Virginia Fish. 


"There go the Andersons in their new automobile," said Augusta, 
as they sat on the vine-shaded piazza. "I'm crazy for a ride in a real 
auto, and I've never even set foot in one. People are selfish, and I don't 
suppose Maude Anderson will ever think of inviting me." 

"Well,'' said her friend Mattie, "I don't suppose they realize 
what a great treat it would be to you or me." She hesitated a mo- 
ment, then continued boldly: "Just as you don't realize what an im- 
mense pleasure it would be to mamma if you would invite her sometime 
when you are going for a long drive. Of course I've been with you 
lots of things, Gustie; but Fve often wanted to ask you to let mamma 
have my place sometime. She never has anything but trolley rides, 
you know." 

"Why, I never thought of it," said Augusta, promptly. "Why 
didn't you ask me before ? We've always had a horse and have been so 
used to driving that I never thought it would be any special pleasure, 
Tell your mamma Fll call for her Saturday, and we will take the pret- 
tiest ride I can find — where trolley cars won't take one." 

When Mattie told her mother of the invitation that evening, Mrs. 
Loring's face lighted up. "Indeed, I should like it very much, Mattie ; 
but wouldn't Augusta enjoy it more if you went instead?" 

"No, mamma; she really wants you this time. Tm not invited at 
all," laughed Mattie. She had not told her mother of the conversation 
that had led to the invitation, and that the first suggestions of the drive 
had come from Mattie herself. 

"It has been a long time," said Mrs. Loring, "since I've had any- 
thing more than a car ride." 

" 'Dade, thin," said Mrs. Murphy, who had just brought back thft 
laundry and had stopped a few minutes, at Mrs. Loring's invitation, 
to rest and enjpy the cool glass of lemonade that was very refresh- 


ing after her long walk, "it's meself would be glad to get a car ride now 
and thin — 'way out to the parks wid me little Maggie ; but it's precious 
few nickels I can be sparin' fer car rides this summer." 

Mrs. Loring and Mattie gave a quick glance at each other as the 
same thought flashed through their minds. Had they not neglected a 
very simple means of giving pleasure to others ? They could well af- 
ford the money to give Mrs. Murphy and her ten-year-old Maggie a 
refreshing car ride at times. 

"Mrs. Murphy, when I have my pleasant carriage drive next Sat- 
urday, I'd like to think that you and Maggie are having an outing too. 
You take these dimes and enjoy a good ride. It will give me real pleas- 


"Wasn't Mrs. Loring good to give us this lovely ride ?" said Mag- 
gie to her mother as, in the very front seat of an electric car, they rode 
out to one of the beautiful parks the next Saturday afternoon. 

"Yis, indade," said Mrs. Murphy. "And 'tis meself was wishin' 
we cud 'a' brought Biddy Ryan's little lame Tommie along wid us. How 
he would 'a' liked to see the green grass and the yaller buttercups!" 

Maggie puzzled over this for some time. She knew it cost money 
for car rides, and she knew her mother had none to spare. It was 
hard work sometimes to get enough to pay the landlord and to buy 

Before the ride was over, she had solved the problem : "Mamma, 
I think Mrs. McCarthy would lend me her baby carriage ; and I could 
wheel Timmie over to the square, where he could see the fountain and 
the grass and the trees, and it would be nice and cool. He wouldn't 
be very heavy, if he is 'most five. Can I ?" 

"Yis, dear ; an' it's a good thought, darlin'," responded Mrs. Mur- 

So the deed of kindness was "passed along." And each one found 
it was in her power to give pleasure to others — ^to share what seemed 
a simple thing to her, but meant much to others less fortunate than 
herself. — Ida Kenniston, in the Circle. 


Girls, what do you think? Dorothy Day cannot' come back to 
school this term." 

"Why, Helen Morton, what is the matter? How do you know? 
Dorothy not coming back ? How can we manage without her, and how 
it will put her back with her work ! Too bad ! too bad !" 

These exclamations were not all uttered by one Voice. Helen ex- 
plained, as soon as she had a chance, in reply to the general outcry : — 

"Dorothy went to her aunt's to spend the week's vacation and she 


has just been discovered to have whooping cough — yes, at her age, big 
girl that she is. She cannot come home because she would give it to 
the little ones, and there she must stay cooped up in the country till she 
is well. She will be as lonesome as an owl, you may be sure." 

"And the seventeenth is her birthday," said Alta Monroe. "Let's 
try to think up something pleasant to do, as she can't have her party. 
It was to have been her first party, and she will feel so sorry." 

Dorothy, who had been, as she said, " a give-uppity" all her life, 
was indeed grieved to think that now, when for the first time in her 
life her father felt that he could afford to allow a simple little party, 
must still be "a give-uppity." 

But when in the country cottage, visited by the rural mail-carrier, 
Dorothy's birthday dawned, it brought a party in the postman's bag. 
The loving girls had decided upon a letter party, and proceeded to 
carry it out. Each girl in the class, and some out of it, wrote a cheery, 
chatty letter, inclosing some tiny remembrance of her own handiwork, 
as far as possible, and all the letters, being mailed at once, came show- 
ering down upon the birthday girl like a beautiful snow fall. What a 
perfect delight it was ! 

Grown-ups are likely to appreciate letter-writing as a means of 
pleasure-giving, but perhaps young people do not indulge in it as often 
as they might. Think of the "Shut-ins" who might be thus cheered 
by so inexpensive a party, on some holiday, or upon any day in the 
year, and if you wish to know how much pleasure it will give, do try it. 
— Boys and Girls. 


; Dear Santa Claus — 

I Will you please bring my little sister, Alma 

May, a doll on Christmas, because she has not a nice 
doll like Judith's and mine. If you have not enough 
money, I will let you take the money out of my bank 
that I was saving for a pony. 

Elsa Louise. 





What will you do in the year that is new, 

Little maid? 
Will you make it a happy New Year to you, 

Little maid? 
Will you keep your heart full of sunshine, dear, 
Though skies be cloudy and days be drear? 
Will you help the mother, and lighten her care? 
Be ready in duties to take your share? 
Will you aim to make little ones happy and glad, 
Be cheerful and hopeful when others are sad? 
Will you aim to have life hold a little less pain 
For those whom sickness and want enchain? 
Will you strive to be gentle, brave, and sweet. 
And to follow the Master with willing feet. 

Little maid? 
If this you do in the year that is new. 
Twill be truly a happy New Year to yoil. 

Little maidi 

— Selected. 


Two small g^rls were discussing the approaching holidays. 

"Why do they have a New Year?" inquired one. 

"Oh, that's so folks can have a chance to start over again," the 
other answered, wisely. "You know they have resolutions and things, 
and say they're going to be awful good. And maybe if there wasn't 
any New Year, they'd never think of starting over again." 

The first child pondered for a moment, and then said : "I wonder 
why they have it so near Christmas? If it was some other time, we 
might get another week of vacation." 

"Oh, I know,'* replied the small sage; "you know at Christmas 
everyone gives things away, and feels real kind and thankful. And they 
have New Year then so people will make their resolutions while they 
feel good. They're sure to make lots better ones that way." — Exchange. 


It was John Ruskin who had the block of chalcedony on his desk 
carved with the word, "To-day," but no one has ever hinted that he was 
the only one who could take this one word for a motto in life. To 
think over the g^eat amount of work accomplished by Ruskin, is to 


know that he really did take advantage of to-day, and not trust till to- 
morrow for important duties. 

"Why do you have to take that pudding to Miss Harper to-day ?" 
asked a girl the other day, when her friend refused to put oflF the er- 
rand to the sick woman, to go to a little party. 

"Miss Harper enjoys the puddings mother makes, and I will not 
disappoint her," was the quiet answer. "You may as well go on with- 
out me, for it will be too late when I get back." 

The next day the girl who had urged delay, came in with a sad 
face, to say : "Miss Harper died last night. Her mother told me how 
much she enjoyed the pudding you carried to her, and your little visit 
with her. They all thought she was much better, and now she is gone. 
I am glad you didn't listen to me yesterday, and I'm never going to 
put oflF anything again, where sick people are concerned." 

"Mother says well people can be disappointed as much as invalids," 
said her friend, "so I want to do everything as promptly as I can." 

Of course people who are perfectly well can be disappointed when 
friends put them oflF. Really, the only time to do things is to-day, and 
the boys and girls who are prompt, always attract attention. "Fred is 
a good boy, but we can't keep him," said a merchant the other day, in 
speaking of a thirteen-year-old lad who did errands nights and morn- 
ings. "The minute the big store across the way knows we have a boy 
who doesn't dilly-dally, they offer him more wages than we can aflford 
to pay. I can see by the way boys take hold of work just bow they will 
turn out later. You'll never hear Fred whining about 'no chance' when 
he grows up. He'll make his own chance." 

A girl was lamenting, just before the holidays, that she could not 
buy her mother a Christmas gift, while right across the way sat her 
chum bending over some dish towels that she was hemming for an old 
lady, to earn money for the gifts she wanted to buy. Adele had been 
asked time and again to do errands for money, but she always put them 
oflE until no one would trust her, while Ruth did everything just as she 

After all, there isn't anything in the world like a clear conscience. 
It is so nice to sit down to read, or go out to play, with the thought of 
chores all done, and lessons all finished, but only misery to have to 
make excuses all the time for work undone. When shall we do the 
things on our list of duties? To-day. — Hilda Richmond. 


The principal of one of the large city schools, a man of superb 
physique, as well as fine intellectual endowments, gives this sensible 
advice to the young g^rls under his care : 

"Study hard while you study. Put your whole mind into your 
work, and don't dally. 


"Begin your studying early in the evening, but stop before 9 

"Take a little recreation before retiring, to change the current of 
thought and to rest your head. 

"Be in bed before 10 o'clock. The sleep thus obtained before 
midnight is the rest which most recuperates the system, giving bright- 
ness to the eye and a glow to the cheek. 

"Take care of your health. That is first. If you need to do more 
studying, rise at six in the morning." — Phrenological Journa* 


"Take time to notice when someone about you is in trouble. Take 
time to sympathize with her. Stop long enough to be thoughtful and 
helpful and kind. These things take time, to be sure, but what is time 
good for if not for matters like these? 


"Out of the scraps of silk and velvet that one girl throws away an- 
other will make something both useful and beautiful. And out of the 
bits of pleasure which one girl hardly notices, another makes hap- 
piness for herself and her friends. Look out for the scraps. Don't 
fancy that it is only the big things that count." 


"That dignity of yours makes some of you a g^eat deal of trouble, 
doesn't it? You are so afraid that people will not treat you with 
enough consideration that you are all the time ready to take offense. 
When girls are looking for slights and snubs they are very likely to 
misinterpret things that were meant kindly and so make themselves un- 
happy when there is no reason for it. Instead of spending your time 
guarding your dignity, just set yourself to do kind things tor other 
people. That will be less trouble than the other, and will pay far bet- 


"Every day should make us a little wiser. If we have made a 
blunder crce^'^e should te on our guard against repeating it If we 
have succeeded in our undertakings, we should know better how to 
succeed another time. But we cannot learn from the dav's experiences 
unless we stop to think. We must stop long enough to look back on 
what we have done, and then to look ahead on what we are going to 
do. The girl who is in such a hurry to do certain things that she can- 
not stop to think about them, will not be very much wiser at seventeen 
than she was at seven." 




You are going to do great things you say — 

But what have you done? 
You are going to win in a splendid way, 

As others have won; 
You have plans that when they are put in force 

Will make you sublime; 
You have mapped out a glorious upward course — 

But why don't you climb? 

You are not quite ready to start, you say; 

If you hope to win, 
The time to be starting is now — to-day — 

Don't dally—begin! 
No man has ever been ready as yet. 

Nor ever will be; 
You may fall ere you reach where your hopes arc set — 

But try it and see. 

You are going to do great things, you say, 

You have splendid plans; 
Your dreams are of heights that are far away; 

They're a hopeful man's — 
But the world when it judges the case for you 

At the end, my son. 
Will think not of what you are going to do. 

But of what youVe done. 

— Selected. 


It is the custom of the Qeveland Consolidated Railway Co. to 
place a black mark after the names of its employes for each infringe- 
ment of the company's rules, and those having the greatest number of 
black marks are the first to be discharged. For a Christmas present 
the company wiped out all the black marks, so that all its employes 
could start out the New Year with a clean record. 

It would be a good thing for every boy, whether he feels that there 
are any black marks against him or not on the g^eat Book of Life, to 
ask God for a new, clean page, not only each year, but each day. — 


''New Year's resolutions!" sneers Jack. Oh, pshaw! what's the 
good of 'em, anyway?" 


"I don't know exactly/' Tom answers, with some hesitation, "but 
somehow I can't help thinking they will do some good, — and anyhow 
that's the way I like to begin the new year. I'm going to try hard to 
keep some of those resolutions, too. If I fail — but maybe I won't fail. 
You never can tell till you try, you know." 

And Tom is right, boys. To begin the new year with good reso- 
lutions is not a foolish thing. We feel sorry for the boy who does not 
make such resolutions. There is something wrong with him. His 
spiritual nature is not in a healthy state. Is he perfectly satisfied with 
himself? If not, why doesn't he brace up and resolve to do better? 
The first day of the year is the right time to begin. 

Resolved — to be better, kinder, more studious; to do without 
grumbling the small duties that come to me ; to consecrate anew my life 
to God. These are noble and inspiring resolutions. Jack, and it's well 
worth while to make them. Just try for yourself, and see. You may 
not keep them all for very long, for you are but a boy, and somewhat 
inclined to be careless and thoughtless. But if you forget resolve again 
and try again. Be sure you have a Friend who is watching you with 
kind and sympathetic eyes. When you reach upwards to God, His help- 
ing hands are stretched downwards to you. Ask Him, in all earnest- 
ness, to help you in your good resolutions. He will surely do it. — 


As we have read about the lives of boys who have lived in other 
days, we hardly could help noticing how very important a part physical 
strength played. We are coming to understand, more and more, to-day, 
that unless a person has a strong, sound body, he is at a great disad- 
vantage in life's many battles. As early as 1825, we hear of the Tre- 
mont gymnasium being established in Boston, and about 1860 gym- 
nasiums were built for Princeton, Harvard, Yale, and Amherst. 

The gymnasium of those days was very different from the gym- 
nasiums of today. The instructor was usually a broken-down prize 
fighter, or an old circus performer. A boy going to such a gymnasium 
was taught to pound a bag filled with sand, until his knuckles were 
sore. He strained away, trying to lift heavy iron dumb-bells, and the 
more neck-breaking feats he could learn upon the bars of trapeze, the 
greater the benefit he thought he was deriving from his training. No 
examination was made, on their entering, to learn if they were able to 
take the exercise, or to find out just what kind of exercise they most 
needed, but all where given the same violent work that often resulted 
in far more harm than good. Then, too, some one had written that 
the perfect man should measure the same around his neck, his upper 
arm, and the calf of the leg, and thousands toiled away trying to reach 
this ideal. Gradually, however, there has grown up a new order of 
things. Today, a boy entering a well-conducted gymnasium is, first of 


all, carefully examined for any weaknesses. Then he is given special 
exercises to strengthen the weak spots, in addition to the regular class 
work, in which all take part. Instead of straining away with great, 
heavy iron dumb-bells, he uses lighter ones, and instead of spending a 
year in learning a few dangerous feats, he plays games, has contests 
of a more athletic nature, and not only enjoys the work more, but de- 
velops more naturally through his games and sports, rather than by 
heavy straining exercises. His class drills are light and quick, and are 
intended to improve the general carriage of the body, as much as to 
develop muscle. The old idea that a person went to a gymnasium to 
learn a few gymnastic feats has long ago been superseded by the idea 
that a person attends a gymnasium to keep strong, and vigorous, and 
healthy. It is true that many people develop much gymnastic, or ath- 
letic, skill, but this is done naturally, and gymnastic sk'U is not the 
aim of the modern gymnasium so much as good health and recreation. 

Today, a class of boys in a gymnasium follows a systematic course 
much like this. First, they spend from fifteen minutes to half an hour 
in dressing and free work, then they are lined up for a drill, either 
without apparatus, or with Indian clubs, dumb-bells, wands, or some- 
thing of a similar nature. They are usually marched in to their posi- 
tions and then put through a fifteen or twenty-minute drill. Then the 
class is again lined up and divided into a number of squads for in- 
struction in the various pieces of apparatus. Each squad is in charge 
of a leader, who not only sets the exercise to be performed, but watches 
the members of his squad closely to see that they do not fall. Usually 
each squad changes several times each class day, so that several dif- 
ferent pieces of apparatus are used. After the squad work is over, the 
class is again divided into sections, and various games or contests are 
given until the time to leave the floor comes. After the exercise is 
over, the members spend from fifteen minutes to half an hour, or even 
more, in bathing, usually taking a warm shower bath, followed by a 
cold one, or, if the gymnasium has a swimming pool, closing with a 
swim. Then, a good, brisk rub down with a coarse towe^ rubbing until 
the whole body is a glowing pink, and then home to eat, as only a 
healthy boy can. The effects of such a course, particularly upon a 
growing boy, can scarcely be realized except by one who has spent 
some years in this work. Small, pale, and weak boys, grow into strong, 
powerful men, round shoulders disappear, flat chests fill out ; dull boys 
become bright ; shy, backward ones become more self-reliant and man- 
ly. It has been twenty years since the writer first joined a gymnasium 
connected with a Young Men's Christian Association, and today, when 
he occasionally drops in for a visit, he is surprised to s.^e many of the 
men who were boys with him in the gymnasium, still keeping up their 
exercise. These men know how much benefit they have derived from 
their exercise, and are keeping young and vigorous as the years roll by. 

However, one does not have to be a member of a gymnasium to ob- 
tain the same benefits. Regular, persistent exercise in your own room 


at home, either before retiring at night, or early in the morning, will 
develop your muscles and strength just as much, even if it is not quite 
so enjoyable. The out-door games, during the warmer months, arc 
also a more natural way of developing. Swimming is one of the best 
all-round exercises. Football and cross-country running, in the fall, 
are splendid games for health, if not overdone. 

If a boy really is in earnest about exercising at home, he can use 
two flat irons for dumb-bells, or two stones. For a chinning bar he 
can "rig" up a broom-stick across a doorway. For parallel bars he can 
use two chairs. He can easily devise a pair of chest weights with 
some clothesline and a couple of cheap pulleys, that he can get for a 
few cents at the hardware store. 

Then, too, if he has a few chums, they can form a little club and 
work together. I remember, with much pleasure, such a club that I or- 
ganized which met in a cellar. We manufactured our own trapeie 
and bars, we bought several pairs of iron dumb-bells and one pair of 
Indian clubs, made our own chest weights, and begged an old mattress 
to place on the floor under our bar and trapeze to prevent our getting 
a bump, should we try too difficult a feat. I remember how we pro- 
cured a tape measure, and how we would measure each other's mus- 
cles, watching to see how much they would increase. As I remember 
it now, we all obtained a bit of good from our rude gymnasium, for 
we kept it up with considerable regularity until we became high school 

And now, before closing our series on the "Boys of Other Days," 
let us think together for a few minutes. We have been talking, prin- 
cipally, about the physical side, as a most important side, of a boy's 
life. But this is not all. The physical part, the body, is like the founda- 
tion of a building, the rest is supported by it, and yet, though of great 
importance, no one would call the foundation the whole building. The 
ideal boy of today is one with a strong, healthy, and well-developed 
body, which is guided by a well-educated and well-trained mind, and 
in which body there dwells an honest, loving soul, which has been 
touched by the Christ, and led into a willing service for Him. Some of 
the finest boys and men I ever have met were splendid athletics, known 
in every college in the land. They were fine students, with brilliant, 
trained minds, and best of all, they were earnest workers for Christ. 
Many of these men, after their college days, when thousands of young 
people would cheer them on the football or athletic field, after grad- 
uation, have given their lives to help their fellow-men, some in the 
slum districts, others to preach from pulpits, while still others have 
gone far away to tell the story of Jesus and His love of heathen lands. 

May every boy who has read these little stories of the "Boys of 
Other Days," have for his ideal, a man with a strong body, a cultured 
mind, and a soul filled with love for God and his fellows. Then, in- 
deed, shall the boy of today be like the best type of all of the "boys 
of other days."— Prof. Matthew E. O'Brien. 

Getting Acquainted. Each person attending the social is greet- 
ed at the door by delegated members of the class and handed a large 
card, 5x7 inches in size, the space on each side of which is divided into 
two parallel columns. The caption of the first column is "Acquain- 
tance," and that of the second column on the same side, "Noted Char- 
acters." On the reverse side of the card the first column is headed 
"Musical Romance," and the second column "A Boat Race." Each 
person present is instructed as he enters the room to get the names of 
as many as possible of the people present on his list of acquaintances in 
the first column of his card. This provides an opportunity for getting 

Noted Characters. After all have arrived and have had an op- 
portunity to greet other people present and secure their names on their 
"Acquaintance" list, the person in charge of the program requests that 
those present arrange themselves in two parallel lines, facing each oth- 
er, on opposite sides of the room, each person joining the line most 
convenient. A slip of paper bearing the name of some familiar historic, 
literary, or biblical character is then pinned to the back of each per- 
son. Each name is typewritten in capitals, without spicing, making 
it somewhat more difficult to recognize quickly. When all are pro- 
vided with these names it is explained that each is to see to it if pos- 
sible that no one else shall ascertain the name pinned on his back, at the 
same time endeavoring to secure for his card list of noted characters 
as many names as possible from the backs of other persons in the 
room. A time limit is set, and the word is given to proceed in the 
gathering of the lists of names. That the few minutes allotted to this 
portion of the program is a time of jovial activity can well be im- 

Musical Romance. All present are seated, and after one or two 
familiar hymns or songs have been sung it is explained that the per- 
son at the piano will play in rapid succession short measures of dif- 
ferent familiar hymns, fifteen or twenty in all. Each person is in- 
structed to write down the title or first line of each hymn or song that 
he recognizes, and at the close the results are compared, the list re- 
viewed in concert and this number of the program brought to a close 
by the singing of one or two of the songs included in the list. 

Recitation or Reading. While the company is still seated, one 
or more suitable short recitations or readings may be Hindered. 

A Boat Race. The company is again arranged on opposite sides 
of the room. Captains are appointed and these, in turn, choose sides, 
each side consisting of as many persons as convenient, not to exceed 


twelve. In the middle of the room, between the two lines, are srtretched 
two parallel cords, extending lengthwise entirely across the room. On 
each of these cords is a paper cornucopia, so attached that the cord slips 
easily through the point of the cornucopia, which can be blown along 
the cord across the room. The last column on tlie card may serve as 
a tally or record sheet for this contest. The two persons first chosen 
on opposite sides take their places one at each cord and cornucopia at 
the same end of the room, and at a given signal begin blowmg the corn- 
ucopias along the cords across the room, each endeavoring to win in 
the race. The loser drops out of the contest and the winner returns 
to his place at the head of the line on his side. One rule to be care- 
fully observed is that contestants shall fold their arms behind their 
back, and shall not touch either cord or cornucopia while blowing the 
latter across the room. The next two chosen on opposite sides follow, 
in a similar contest; and then Nos. 3, 4, 5, 6, etc., until the entire num- 
ber on both sides have taken part, when half of the entire number will 
have dropped out of the contest. The remaining members of both sides 
continue the contest until one side has been defeated and every mem- 
ber forced to drop out. The winning side and contestants then re- 
ceive the warm congratulations of everyone. 
Singing and Adjournment. — Selected. 


I went to a party the other day where we played a new game. 
It was called newspaper animals, and this is how it was played : 

Each child was given a sheet of newspaper and was told to tear 
it into the shape of some animal. We were not allowed to cut it with 
scissors, only to tear it with our fingers. And if you have never tried 
to tear out an animal you don't known how hard it is to make them 
look the way they ought to look. 

When we had finished we had a funny collection. Such queer 
looking, humpy beasts! 

And then they were all numbered and we wrote down what we 
thought each was intended for. A prize was offered for the best 

One boy handed in just a little irregular piece of paper that 
looked more like Lake Michigan on the map than anything else, and 
none of us could guess what it was till the boy who made it told us it 
was an oyster. And so they gave him the prize. — Washington Star. 



The mystery of unfolding life 

Is more than dawning morn, 
Than opening flov/er or crescent moon 

The human soul new-born! 

And still to childhood's sweet appeal 

The heart of genius turns, 
And more than all the sages teach 

From lisping voices learns. 

Before life's sweetest mystery still 

The heart in reverence kneels; 
The wonder of the primal birth 

The latest mother feels. 

We need love's tender lessons taught 

As only weakness can; 
God hath His small interpreters; 

The child must teach the man. 

We wander wide through evil years. 

Our eyes of faith grow dim; 
But he is freshest from His hands 

And nearest unto Him! 

And happy, pleading long with Him 

For sin-sick hearts and cold. 
The angels of our childhood still 

The Father's face behold. 

Of such the kingdom! Teach Thou us, 

O Master most divine, 
To feel the deep significance 

Of these wise words of Thine! 

— Selected. 


To make home pleasant should be the effort of all those who make 
a claim to be Latter-day Saints, It is too often the case that home is 
made not so inviting as it should be to the family, and the result is that 
the children are only too glad. to get out of the nest and fly to some 
place that is more attractive. The other evening I invited a gentleman 
to supper, who made the hours go swiftly by his interesting talk of in- 
cidents that happened to him while abroad. He related nothing of a 
very startling character, but incidents that were very pleasant and 
instructive. He proved himself to be one of the best conversationalists, 
and the sooner he comes to supper at my home again the better it will 
be for my family and myself. 

As the winter evenings are now upon us I ask the beads of fam- 
ilies of my readers to hunt up some one who resides in their neighbor- 
hood to spend an evening with them and give them a treat equal to 


the one that I enjoyed. Almost every neighborhood in this country 
has such a one residing in it, and the best way to do is to make all the 
use you can of him. 

Home is such a nice place where every member of the family puts 
forth every effort to make it as near like heaven as possible. There is 
no necessity for dull hours at home during the evenini^s of the fall 
and winter months. There are innocent games that can be played by 
those who enjoy such recreation ; and those who do not enjoy playing 
such games can easily be entertained otherwise. 

The statistics prove that there are more female inmates of insane 
institutions in this country than there ought to be, and the bulk of them 
are from rural localities. Physicians inform us that the reason is that 
such unfortunates do not having sufficient relaxation from the monot- 
onous cares of domestic life; and I believe that there is much truth in 
the assertion, for all work and no play makes Mary a dull woman. 

There is an intense desire in the human heart for variety. God 
recognized this fact when He created no two flowers alike. There is a 
difference between the looks of every man and woman from any other, 
and also a difference in the appearance of animals and birds. Even 
the waters in the oceans are of different colors. The eye loves changes 
and so do the hearts of the people. The mind also wants a change. 
Too much laughter soon becomes obnoxious, and there is such a thing 
as too much solemnity in some households. 

I love to see my children joyous at times, and have not the slight- 
est doubt but that God takes deligiu in looking into the faces of His 
bright and cheerful children. Of course, there are times when sol- 
emnity, and only solemnity, is in order; and we should be very care- 
ful to keep those times in a proper manner. 

I love to see jovial, romping children ; but when father or moth- 
er calls "stop,** then is the time to have all romping put away and 
something more serious engaged in. 

What sight can be more pleasant than to see a whole fami y quietly 
enjoying an evening together? I have friends who are the father and 
mother of eight children, and one of the regulations of that household 
is that on one night of the week all the children must be at home to 
spend the evening with father and mother. And the plan works well, 
for I know not a more orderly and well-governed family. The chil- 
dren of that family are allowed much liberty on the other evenings of 
the week ; but "home night" must be kept sacred. I sincerely wish that 
all homes were as well governed as that home. Eight children is a 
large number to handle, but the parents of that home seem to have no 
trouble in maintaining discipline and obedience in their commands. 

It is to be hoped that the dull winter months will be pleasantly 
spent in all the homes of my readers. In order that they may be so, 
fathers and mothers must do considerable thinking and so must the 
children. What pleases father should please mother, anc^ what pleases 
he children should please both parents. Study to please each other 


in all things. Children's tastes alter as they grow older and so 
do the tastes of those who have seen many years. John and Mary will 
soon become man and woman, with all the tastes that go with manhood 
and womanhood. I have now arrived at an age w^hen I can enjoy good 
children more than ever ; but I want to be let alone by them occasionally 
in order to think carefully over the stern realities of life There is a 
charm to me in some children, and their bright and happy ways have 
much to do with making my old days enjoyable. 

Make the dark evenings of the coming winter the most pleasant 
ones you have ever enjoyed at your homes. Lift up the curtains of 
your kitchen windows so as to allow the man in the moon to look in 
and enjoy the peaceful, pleasant scenes. Let nothing happen, if you can 
help it, to mar the evening's entertainment. Let all be actors in the 
home, without regard to age or intellectual accomplishments. 

May the parents of Latter-day Saint homes so bring up their fam- 
ilies that the song of the children will be "There is no place like home !" 

Those of the children who can play on the piano should do their 
best to entertain the other members of the family; and may the old 
grandmothers and grandfathers keep wide awake to show the otliers 
that they appreciate the sport that is going on. 

And when all is over for the night, let all retire to rest with the 
feeling that they have each done what they could to make the others 
happy ; for that is what makes a family what a family should be. 

No more dull winter evenings for the families who read The 
Children's Friend ; but may sunshine, moonlight and starlight do their 
best to please all my friends, both young and old. 

I might have written a heavier article than this one; but I feel 
more anxious about being a blessing to my readers than I do about 
being a profound writer. To say some words that will help to make 
your homes happier than they are is worthy of a better heart than 
mine. — Georgfe R. Scott. 


Put as much poetry into the opening year as you can. The chil- 
dren will love the fancy that he is another child like themselves. 

"O, Lam the little New Year, ho! ho! 
Here I come tripping it over the snow 
Shaking my bells with a merry din 
So open your door and let me in." 

In the little New Year's talks with the children, let it be the. lead- 
ing thought that one's own happiness for the coming year is not to be 
the chief consideration — but the happiness of others. Not too much 
moralizing, teachers. It is the little word here and there that seems to 
"say itself" that does the good. Watch for this golden moment but 
never force it. Don't have any particular time for saying the close 
heart-words, but let them always be the "word in season." — then how 
good it is. 




At A convention of Primary Officers held some years ago in Salt Lake 
City, Utah, Ihe sisters were much blessed and encouraged by the rernarks 
of President John R. Winder, Among other good things which he said he 
promised that with the tielp of the Lord he would do all that was in his 
power to arrange for a comfortable place where the Primray workers could 
meet to conduct their business and not be compelled to hold annual conven- 
tions in a different tiace each year. 

The Lord has blessed President Winder with continued life and his 
word has been fulfilled. The thought started by our kind friend was re- 
ceived and accepted by the other members of the First Presidency and 
through their efforts and generosity the General Board find themselves in 
beautiful and convenient quarters, on the third floor of the Bishop's Build- 


The Primary associations throughout the Church have all contributed 
towards the erection of this building, but all that was collected would be 
but a very small part of the cost of this, one of the most beautitul houses 
yet erected by the Latter-day Saints. 

However, this opportunity is taken to extend the gratitude of the Board 
to all who have assisted in making the home of the general offices one of 
comfort and convenience and to extend a cordial invitation to all to come 
and visit them. The new address is The Bishop's Building, 40 North Main, 
Salt Lake City, Utah. 

The two following letters explain themselves: 

Salt Lake City, Utah, December 8th, 1909. 
To the First Presidency, 

Salt Lake City, Utah. 

Dear Brethren: — The General Board of Primary Associations has moved 
into its new offices, which have been given to them through your kindness 
and coutresy. The members of the Board desire to thank you for this great 
benefit. The rooms are beyond their greatest expectations, both in beauty 
and comfort; and were any incentive for increased effort on their part nec- 
essary, these surroundings would certainly furnish it. 

Kindly accept the tnanks and gratitude of the entire Board for your 
thoughtfulness and kindness in their behalf, not only for the beautiful rooms, 
but for your interest in their work. 

Very respectfully yours, 


By Louie B. Felt, 

Olive D. Christensen, 


Salt Lake City, Utah, December 10th,1909. 

Mrs. Louie B. Felt, President, and Members of 

the General Board of Primary Associations. 

Dear Sisters: We feel very much gratified to know by yours of the 8th 
inst. that you appreciate your present office quarters in the beautiful, sub- 
stantial. New Building, and feel to congratulate you, in common with all 
of our brethren and sisters who occupy it in the fact that the building is the 
property of the Church of Jesus Christ of Latter-day Saints, and stands as 
one of the external evidences of its growth and strength. 

When our minds revert to the days of our poverty and weakness, the 
days of our predecessors who labored and struggled under all kinds of ad- 
verse circumstances, and compare their lot with ours, it is fitting indeed to 
be grateful to the Lord for what He has wrought through us, and proper 
that we express our feelings in acknowledgement of His goodness to us. 

Sincerely hoping that your new office quarters will prove a stimulus to 
all engaged in Primary work, and that you will always feel encouraged and 
blessed in your labors, we are, with kindest regards, 

Your brethren and fellow-servants, 

Joseph F. Smith, 

John R. Winder, 

Anthon H. Lund. 

First Presidency. 


MOTTO FOR 1910. 

"During this year may I be faithful to my duty in little things, remem- 
bering that happiness does not consist in "doing the things I like to do, 
but in liking the things I have to do." May I strive to look on the bright 
side of things; to lighten the burdens of others; to see how much I can put 
into life rather than how much I can get out of it, and to attain to that purity 
of heart and life wherein I may see God." 


Don't wait until to-morrow's sun. 
To do the deed that should be done; 
To lift a banner for the right, 

To hold aloft a guiding light, 
To say the pleasant thing 

That sweetly in some heart shall ring; — 
Go forward! God will show you how; 
Do loving service — "do it now!" 

— Eliza Edmunds Hewitt. 


The primary object of teaching is the impartation of knowledge, the 
causing another to learn. But another and very important result, never to 
be lost sight of, is the awakening or intensifying in the scholar a love and 
enthusiasm for the thing taught. The instructor in literature, science, mu- 
sic, or art, deems himself successful as he sees in his pupil a response to 
his interest and devotion. Indeed, his highest compensation is the con- 
sciousness that under his influence his pupil is developing as an artist, 
mechanic, etc. The ultimate object of the Primary Association, as of all 
religious teaching, is righteousness, morality. It is not enough to merely 
inform the scholar as to the letter of the law, to make him correct in his 
understanding of the principles and statutes of morality. He may have all 
this and only reach the low level of Pharisaism. The teacher should strive 
to so present righteousness as to arouse and- strengthen the moral sense 
of her scholars, to make righteousness appear so desirable that they will 
hunger and thirst for it. The true teacher is a necessary factor in the 
pupil s moral life, exerting an influence for or against its development. 
Consciously or unconsciously she is repellent or infectious. The moral in- 
fluence of the teacher is twofold, intended and conscious, or unintentional 
and unconscious. 

1. Intentional Influence. Such influence is the result of an intelligent 
and purposeful endeavor. Every lesson has a moral in it, and the wise 
teacher will endeavor so to present it as to influence her class to accept it 
as part of their outfit in righteousness. First, satisfy yourself as to the 
moral. Does the lesson teach or exemplify reverence, truthfulness, purity, 
what? Make no mistake here, or some quick witted scholar may see some 
prominent moral in the lesson's picture, and wonder at her teacher's 
obtuseness. Being sure as to the aim of your endeavors at influence, you 
can make good use of all your knowledge of truth, of all your knowledge 
of your scholars, and of all your knowledge of wise methods of doing in 
the direction of that aim. If a teacher wishes her scholars to be truth- 
ful and honorable, she will make every Bible narrative or Bible precept 
bearing thereon to ring out in favor of the right, with tones so sharp and 
clear that there can be no mistaking their meaning. Make your own ap- 
preciation of the truth effective by the method and manner of presentation. 
I once heard Dr. Schauffler present the story of the palsied man borne of 
four. He so pictured the sympathy, interest, labor, and unbaffled deter- 
mination of these men that he seemed to influence every listener to become 


a helper in some direction for good. Another instance of intended influ- 
ence I well remember. When a boy I wanted to get beyond my reach. 
Placing the family Bible on a chair, I was about to step upon it when my 
father entered the room. Taking in the situation, and seeing his opportu- 
nity, he said in quiet tones: "Was my boy going to put his feet upon God's 
Holy Word?" Lifting it reverently, he carried it to the stand beside which 
he sat at family prayers. Over fifty years have not erased that picture 
from my mind, or failed to influence my treatment of the Holy Book. 

Nor does this uplifting of the influence of truth depreciate the value 
and the importance of freshness and force in the truth presented. The more 
a teacher knows, the better she is furnished for teaching. It is a familiar 
story that a very ignorant person said to wise old Dr. South:* "The Lord 
has no need of your book-larnin'." Whereat the witty divine replied: "Nor 
has he any greater need of your ignorance." 

2. Unconscious Influence. There is an influence which is "unconscious, 
involuntary, and unintended: an influence which emanates from the teach- 
er's very character, disclosing itself, without her having thought of such a 
disclosure, in her actions and manner and incidental words, also in her 
looks and in the varying expressions of her countenance." Dr. Bushnell said 
that every man speaks to his fellows by two modes of language: the lan- 
guage of speech, and the language of other expression than speech, "that 
expression of the eye, the face, the look, the gait, the motion, the time or 
cadence, which is sometimes called the natural language of the sentiments." 

This power of personal character as affecting the influence of truth 
proclaimed by the person is none the less true of the teacher than of the 
preacher. It is the person back of the lesson that gives it chief power as a 
lesson. Every person radiates an influence as truly and constantly as a rose 
sends forth odors. A Sunday school teacher had a class of giddy boys not 
in their teens. Over sixty years after one of that class gave witness to the 
influence of that teacher: "I do not remember his name, nor anything he 
said to us, but he made a lasting impression upon my boyish mind of purity 
and patience. In many a temptation that pure, patient face seemed to ap- 
pear and plead with me not to yield thereto." 

Uncotisciously the teacher influences her scholars by mannerisms. She 
may knit her brow, twitch her foot nervously, or "beat time" while teach- 
ing. She may repel a scholar by ignorance of him and his surroundings. 
She mav call Charles William, and thus off^end the lad's sense of person- 
ality. She may consciously gaze upon some fault in the boy's clothing 
or personal appearance, and thus wound his pride. On the other hand, a 
love for, and its resultant interest, will cause her to sympathize with the 
scholar, and unconsciously there will be a kind consideration of the scholar's 
feelings. And this will manifest itself in speech and manner. The word 
"fitly spoken" is such not only because of its timeliness, but the manner of 
its utterance. And this depends largely upon the character of the speaker. 
This character, manifesting itself in word and manner, develops into a 
perpetual picture, which her pupils study as unconsciously as she exhibits 
it. "A teacher inevitably influences more by what she is seven days in the 
week, than by what she says one day in the week." Consequently, the first 
and highest preparation of a teacher for her work of having and using in- 
fluence wisely is, therefore, the preparation of herself in the faith and in 
the likeness of Christ. Holiness has its beauty, its charm, its infectious- 
ness, which, like love, "never faileth." The living faith in you can not fail 
to draw. Well has Muller said: "If we do a thing because we think it is 
our duty, we generally fail; that is the old law which makes slaves of us. 
The real spring of ( ur life, must be love — true, deep love — not of this or that 
person, or for this or that reason, but deep human love, devotion of soul 
to soul, love of God realized where alone it can be. in love to those whom 
He loves." — Selected. 


"How can a little child be merry 
In snowy, blowy January? 
By each day, doing what is best, 
By thinking, working for the rest. 
So can a little child be merry 
In snowy, blowy January." 


I am a tiny tot, 

And have not much to say; 
But I must make, I'm told, 

The "Welcome Speech" today. 

Dear friends, weVe glad you've come 

To hear us speak and sing. 
We'll do our very best 

To please in every thing. 

Our speeches we have learned; 

And if you'll hear us through, 
You'll see what tiny tots — 

If they but try — can do. 

— Selected. 


"Kind friends and parents, we welcome you here 
To our nice pleasant school-room, and teacher so dear; 
We wish but to show you how much we have learned, 
And how to our lessons our hearts have been turned. 

But hope you'll remember we all are quite young, 
And when we have sooken, recited and suns:. 
You will pardon our blunders, which, as all arc aware, 
May even extend to the President's chair. 

Our life is a school time, and till that shall end. 
With our Father in heaven for teacher and friend. 
O let us perform well each task that is given. 
Till our time of probation is ended in heaven." 


When the year is new, my dear, 

When the year is new, 
Let us make a promise here, 

Little I and you. 
Not to fall a-quarreling 
Over every tiny thing, 
But sing and smile, smile and sing 

All the glad year through. 


As the year rocs by, my dear, 

As the year goes by, 
Let us keep our sky swept clear, 

Little you and I. 
Sweep up every cloudy scowl, 
[ Every little thunder Rrowl, 

And live and laugh, laugh and live, 

'Neath a cloudless sky. 

When the year is old, my dear, 

When the year is old, 
Let me never doubt or fear. 

Though the days grow cold. 
Loving thoughts are always warm. 
Merry hearts ne'er know a storm; 
Come ice and snow, so love's dear glow 

Turns all our gray to gold. 

— Laura E. Richards. 


I know a little girlie. 

With loving eyes so blue, 
And lips just made for smiling, 

And heart that's kind and true. 
She wears no dainty dresses, 

No jewels does she own; 
But the greatest of all treasures 

Is her little self alone. 


Her name is "Mother's Comfort, 

For all the livelong day 
Her busy little fingers 

Help mother's cares away. 
The sunshine loves to glisten 

And hide in her soft hair, 
And dimples chase each other 

About her cheeks so fair. 

Oh, this darling little girlie, 

W«th the diamonds in her eyes. 
Makes in mother's heart a sunshine 

Better far than floods the skies! 
But the name that suits her better, 

And makes her glad eyes shine, 
Is the name of "Mother's Comfort," 

This little treasure, mine. 

— Selected. 




Suggestions for Valentine Day: 

To encourage the children in doing for others arrange for the making 
of valentines, either in the Primary or at home. If made in Primary, let 
each grade use one design and when finished they could be presented to 
children in another grade. Pictures cut from old magazines, parts of old 
valentines, bits of tinsel, gold or silver paper, etc., may be used to manu- 
facture new valentines. If the materials are all ready, with the squares of 
paper or cardboard and paste to put them together, a very short period 
would be necessary for each child to make one valentine. Give each child 
the materials for a valentine, a little piece of paste on a small piece of paper 
and a toothpick to spread the paste. If it is impossible to make the val- 
entines in the Primary the teacher should prepare a little talk on valen- 
tines with instructions on how to make them. It will help if a few sam- 
ples are prepared so that the children will see how to make valentines 
without spending money. In volume five, February number, page 55, of 
The Children's Friend will be found some illustrated instructions for the 
making of valentines. 

Washington and Lincoln Birthday Anniversaries. 

On the meeting days nearest to the above dates a short program should 
be prepared and given in honor of the two famous leaders. 


(Children four and five years of age.) 


Aim — Generosity. 

Memory Gem: 

"The Lord loveth a cheerful giver," 
"Freely ye have received, freely give." 

Review of Lesson Four. 

The teacher should repeat the memory gem used last time and theii 
encourage the children to tell of any little deeds of kindness which they 
may have done during the past week. Refer to helpful actions which arc 
generally done by small children, such as fetching and carrying, amusing 
the baby, minding mother, little services for others, etc. Review the story, 
"His Mother's Sleigh Ride." Let the children tell as much of it as possi- 
ble, the teacher asking questions to assist in recalling the main points in 
the story. 

Singing, rest exercises or games. 

Development of Lesion Five. 
Recitation of Memory Gem. 


Suggestions for Talk by Teacher: 

Talk about the many good things which the Lord gives to His children; 
in the home; the many beauties of nature; flowers, birds, etc. What does 
father do for his children? What does mother do? Find out how many of 
the children know when the anniversary of their birthday comes. What 
usually happens on birthdays? Let the children talk freely about birthday 
gifts and parties. Can you have a birthday party all by yourself? Develop 
the thought that it is sharing and playing with others that make the happiest 
kind of parties. Soeak also of gifts, and dividing with others the pleasures 
they give. 

Singing, rest exercises or games. 

Story. "The Birthday Sled:" 

It was Fred's fifth birthday, and a great day to him. When he went 
down to breakfast he found beside his chair a bright, new, red sled — ^just 
the very thing that he wanted more than anything else. He and his mother 
were going down town that morning to stay nearly all day, but he wanted 
so much to try the new sled that when breakfast was over she helped him 
to wrap up warmly, and let him go out with it for a little while. 

The hill back of the house was short, but Fred liked it all the better 
for that, because he didn't have so far to haul the sled to the top, each time 
that he slid down. What fun it was to go flying over the ground! 

He had gone down twice and was just starting up again when he no- 
ticed another little boy, standing by the big oak tree watching him, oh, so 
longingly. "Hello, Jack," he called, "see my new sled?" 

Jack nodded. "It's certainly fine," he said. 

Fred walked on up the hill. "It's my sled and my birthday, and I'll 
only have time for two or three more rides," he kept saying over and over 
to himself, trying to forget about the other boy. 

All at once he turned and ran back. "Don't you want a ride?" he 
asked. Jack was too delighted to say a word, but how he did smile as he 
ran over and began helping Fred pull the sled uo the hill! 

"It's my birthday, and I'm five years old!" explained Fred. 

"It's mine, too, and so am I five!" said Jack. 

"Truly?" cried Fred. "What did you get?" and then he was sorry that 
he had asked, for Jack grew very red as he said in a low voice: 

"Nothing. My mother didn't have the money to buy anything with 
for me." 

But he was happy again in a minute as the gay sled went skimming 
down the hill with him. He put the rope over his arm and kept his hands 
in his pockets as he trudged up the hill with it. "I had some mittens, but I 
lost them," he said. "Your sled goes fine." 

ysTe'll take turns till I have to go," said Fred. They did so, but soon 
his mother called him and he had to hurry into the house. 

"Mother," he asked suddenly as he stood warming his hands and tell- 
ing her about its being Jack's birthday, "couldn't we buy Jack a sled and 
some mittens?" 

"Perhaps," said his mother. "I'll see." 

"I'll give a quarter out of my bank," he urged. 

"Then I'm quite sure we can get them," she said, and she did — a red 
sled and red mittens. 

If Fred's eyes shone when he saw his sled, I'm sure I don't know what 
to say Jack's did when he saw his and the warm mittens. He was as happy 
as a boy could be, and Fred was as happy as he was. — Louise M. Oglevee. 



Aim — Giving Pleasure to Others. 

Memory Gem: 

"She's very sweet, my mother dear, 

And I want to tell her just here; 
And give to her this heart of mine 

And sign myself her Valentine." 

— Selected. 

Review of Lesson Five: 

Repeat memory gem from last lesson. Take the thought, "Freely ye 
have received, treely give," and see how much the children can tell you 
about all the good things which they receive from the Lord and their par- 
ents without having to ask for them. Then let them tell of things which 
they have asked for and have received. Review story, "The Birthday Sled." 

Singing, rest exercises or games. 

Development of Lesson Six: 

If it is possible, let the children make valentines to give to mother. 
They should be very simple and easily made. Have squares of paper or 
cardboard, one for each child. Cut pictures out of old magazines, or use 
parts of old valentines, and let the children paste them on the squares of 
paper. Use toothpicks for spreading the paste. If it is impossible for the 
children to make the valentines in the class, have the materials put uo in 
envelopes or packages and after showing the children how to make them, 
give each one the paper and picture and tell them how to make them when 
they get home. 

Recitation of Memory Gem: 

The teacher should use the memory gem to help the children to tell 
why "mother is sweet" and why giving her a valentine is the same as say- 
ing "I love you." Talk about valentines; how they are brought to our 
doors by neighbor children or by the postman. Emphasize the thought 
that sending valentines is to make others happy. What do we see on val- 
entines? Pretty stars, flowers, pictures of nice little boys and girls, etc. 
All of tnem saying something to make us feel happy. 

Do not say anything about the ugly valentines, of which we see alto- 
gether too many, unless one of the children should speak of them; then 
say, as though you would not even think about them, "We won't send any 
but pretty valentines." 

Singing, rest exercises or games. 

Story, "Robert's Valentines:" 

Robert stood before his mother, and on her lap lay three dainty valen- 
tines which his own busy fingers had made in the kindergarten. "One is 
for you, of course," he said, "and one is for father, and the other one is for 
somebody that most likely will not get any, but I can't think of anyone." 

"How would Mr. Jones do?" asked his mother. 

Mr. Jones lived next door, and was sick and lame, but the very worst 
thing that ailed him was a disease called bad temper, and he scolded and 
scolded until anyone who had to go where he was got away as quickly as 
he could. 

At first Robert didn't like the idea of giving his pretty valentine to that 
cross old man, but the more he thought about him, and his loneliness and 
unhappincss, the more he felt like trying to help him. So, the next morning 
soon after breakfast, a timid little boy stood knocking at Mr. Tones' door. 


In his hand was a large, square envelope on which were the words in his 

**For Mr Jones with Robert's love." 

He had to Knock twice before there was an answer, and then a surly 
voice called: "Get away from that door! I don't want anything." Tears 
came into Robert's eyes, but stooping down he pushed the valentine under 
the door and then ran softly down the steps. 

That afternoon, just as they finished dinner, "thump, thump!" sounded 
on the porch, and whom should they see but Mr. Jones himself, hobbling 
on his crutches. "I've come to thank Robert for the valentine," he said at 
once, "and to beg his pardon. You see, I took him for a boy who comes 
trying to sell me things almost every day, and I spoke just as crossly as I 
felt. I haven't had a valentine before for twenty years, and I g^ess it's no 
wonder; but Robert has made me ashamed of myself, and I'm going to try 
to turn over a new leaf if I'm not too old." 

He stayed for a little call and then hobbled slowly home again. Robert 
ran down to open the gate, and when he came back he said to his mother: 
"Aren't you glad I took him that valentine? I am." 

"Indeed, I am glad," she answered, heartily, "and that little valentine 
has been a real missionary to that lonely old man, and has helped to make 
him happier and better." 

Mr. Jones and Robert were fast friends after that, and they always cele- 
brated St. Valentine's Day together. — Louise M. Oglevee. 


Aim. — The Golden Rule. 
Memory Gem: 

"Little children must not tease, 
But each other try to please, 
And obey this simple rule 
In the home or in the school: 
"Be to others kind and true. 
As you'd have others be to you." 

Review of Lesson Six. 

Let the children tell about Valentine's Day: what they did Jthemselves 
to make others happy, the valentines they received, etc. Review the mem- 
ory gem in lesson six. Let the children tell you the story of "Robert's Val- 

Singing, rest exercises or games. 

Development of Lesson Seven. 

Use the memory gem to develop the aim, "The Golden Rule." Who is 
kind and good to us? 

Review the care of the father and mother in the home. Some of the 
children have big brothers and sisters; let the children tell how they help. 
Speak of playmates and the games and plays which the children enjoy to- 
gether. Compare good and bad traits which children manifest in playing 
with each other. Let the children tell which of their little friends they like 
the best and why. Develop the thought that if we want to be liked we must 
be unselfish and kind to others. 

Singing, rest exercises or games. 

Story, ''Making a Picture." 

Outside the wide window were snowy fields, but inside was the warm, 
pleasant room, with the table drawn up into a corner with books and games. 
Rex was studying the pictures in a book of animals, but the two little girls 
were busy with a puzzle picture which they were trying to put together. 


"This piece goes up here," said Edith. 

"No, it doesn't fit; it goes farther down," answered Grace. "Where is 
ihc little crooked piece that goes in this place I wonder?" 

Rex saw. It had dropped from the table and lay near him, but he did 
not tell; he slyly pulled a cushion over it, so that the girU could not find it 
By and by he managed to slip out another piece and hide it when they were 
not looking. They were only two tiny pieces, but without them the puzzle 
would not go togother. 

"It's too bad I" said Edith. '*It's such a pretty picture, and it must be all 
here, but I can't make it come right, though I was sure I could when uncle 
gave it to us." 

They tried again, and were growing cross and discouraged when Rex 
pushed aside his book. 

"Here, let me help. I'm sure I can do it," he said. 

He meant to slip the missing pieces onto the table when no one no- 
ticed, but Grace caught sight of his hand as he drew it from under the 

**There, I saw you. Rex! It wasn't one bit fair to spoil all our fun, just 
because you wanted to tease," she told him. 

"I'll help," said Rex again. And with everybody trying and the pieces 
all at hand the picture was soon fitted together, and ready to show mother 
when she came in. 

"The girls couldn't do it till I helped them," laughed Rex. 

"We couldn't do it while you hindered and hid the pieces," answered 
Edith a little crossly. 

"Making that kind of picture is like making a good time or a happy 
day," said mother. "Each one must put something into it and do his best, 
and anyone can spoil it by holding back his part." — Kate W. Hamilton. 


Aim. — Obedience. 

Memory Gem: 


Tick!" the clock says, "tick! tick! tick! 
What you have to do, do quick. 
Time is gliding fast away; 
Let us act, and act to-day. 

"When your mother speaks, obey; 
Do not loiter, do not stay. 
Wait not for another tick: 
What you have to do, do quick. 

— Exchange. 

Review of Lesson Seven. 

Talk with the children about pets in the home: the dog and the cat, the 
chickens, lambs, etc., that are kept outdoors. How we take care of them 
and what they do for us. Sometimes little boys and girls will tease their 
pets. How do we like to be teased. Illustrate by reference to some of the 
teasing habits which children have generally. How did Rex tease his sis- 
ters? Review story, "Making a Picture." 

Singing, rest exercises or games. 

Derelopment of Lesson Eight. 

If there is a clock in the room call the attention of the children to it 


and have them listen to its tick. If there is not a dock use a watch. While 
the children are listening repeat the memory gem. Speak of the service of 
the clock in keeping time. It has a face, hands, and voice, something like 
boys and girls. Use these resemblances and help the children to see the 
value of obedience. What might happen in the home if the clock refused 
to work? Get up late, breakfast late, father late to work, children late to 
school, etc. 

What happens when children forget to do as mother tells them? Little 
folks go out and forget to put on wraps and hats and rubbers. In this 
cold weather something happens if we go out without our wraps, what is it? 
And then mother has to give us medicine, and sometimes children have 
coughs and the croup and it is very disagreeable, especially in the night; 
we can't sleep, and no one else can. What a lot of trouble because we for- 
get to do as we are told. (Other instances of disobedience may be used if 
desired.) Let us listen again to the clock. Have the children repeat the 
memory gem, say tick! tick! with the clock. 

Singing, rest exercises or games. 

Story, "Jump." 

Jump was the brightest and fattest and best-natured fox terrier that ever 
lived. At least so his little mistress, Annabel Andrews, thought. And you 
could not fool him or tease him, no matter how hard you tried. If Annabel 
held up a piece of candy, or a scrap of meat, or cake for him, he -would sit 
up and beg for it; but after he once had been fooled by a piece of leaf, he 
always seemed to know the difference. Oh, no, Master Jump wouldn't sit 
up for any but real dainties! 

And now 1 must tell you how Jump kept Annabel from getting lost. 
One beautiful spring day when Annabel and Jump went shopping with 
mother, the little girl loitered behind to gaze in the shop windows. They 
were such beautiful windows, filled with such tempting things, — Teddy 
bears and funny games, and, oh, a little stuffed dog that looked just like 

*'0, mother, look, quick! Doesn't that look like Jump? Do you sup- 
pose it could be his little brother?" 

Mother smiled. "1 think not, dear," she said; "but come, mother will 
lose you if you fall behind so far." 

But Annabel could not resist the beautiful dolls in the next shop; she 
could see the back of mother's black silk coat, so why need she hurry? 
Suddenly Jump began to whine and cry. 

"O Jump, you silly, there's mother, right there," said Annabel, pointing 
to the black silk coat. But Jump would not be comforted. So Annabel ran, 
and caught up with the black silk coat, and it wasn't mother at all! 

Then it was Annabel's turn to cry, and Jump stopped crying. He ran 
back almost half a square, barking, and Annabel followed him. 

"I'll find her," he seemed to say. 

And so he did. He ran right through the open door of a little pattern 
shop, and there was mother buying a pattern! 

"Mother, mother, you lost me!" wailed Annabel. 

"Why, dear, I thought you were just outside. I told you to say out witb 
Jump, while I bought a pattern." 

"I — I didn't hear, I guess. I was thinking about the big Teddy bear 
just then," Annabel sobbed. 

Then she told mother how Jump had kept her from getting lost 

"Wise dog," said mother, patting Jump affectionately, "and my little 
girl has learned a lesson too, hasn't she?" 

"Yes, mother," Annabel agreed, smiling. — Dorothy Sherburne. 



Second Grade. 

(Children six and seven years of age.) 

Subject for the Year — ^Thc Lord's Prayer. 
Topic for the Month of February, "Our Father." 

1. The Father who niade the World. 

2. The Father who made the Home. 

3. The Father's loving care. 

4. The Father who hears our prayers. 


The Father who Made the World. 
Aim. — ^To help the children understand the wonders of the creation. 
Result Desired. — An increase in reverence for God and a deepened in- 
terest in all of His creations. 


Review lesson four and let the children tell you of any experiences they 
may have had in receiving answers to prayers, or any incidents of healing 
by faith with which they may be familiar. Let the children tell, with as- 
sistance from the teacher, the story **The Faith of a little girl." 

Relate very simply the story of the creation (see lessons one and two 
for Third Grade, Dec, number.) Use a picture which shows the sun or 
moon, clouds, trees, water and birds, or animals, and let the children exam- 
ine and tell you each thing that is represented in the picture. Now, every- 
body close your eyes. Can you see the picture? Now, open your eyes. 
Can you see the picture now? What helps you to see the picture? If it were 
night could you see? What do we call the time when it is not dark? What 
makes the day light? Where is the sun? What light can you see in the sky 
at night? Where are the moon and stars? What kind of light can we have 
in our home when the dark comes? Our Father in heaven made all the 
wonderful lights which help us so much and we will try to remember how 
very good our Father in heaven is to all His children. 

A beautiful story is told of a little girl whose faith in God may teach 

us all a lesson. 

The lamp had just been put out, and the little girl was rather afraid of 

the dark. But presently she saw the bright moon out of her window, and 

she asked her mother, "Is the moon God's light?" 

"Yes," the mother replied; "the moon and stars are all God's lights." 
"Will God blow out His light and go to sleep, too?" she asked again. 
"No, my child," replied the mother; "God's lights are alwavs burning." 
"Well, mamma," said the child, "while God's awake, I'm not afraid." 

Memory Gem: "The earth is full of the goodness of the Lord." 

Singing, rest exercises or games. 

Story, •'Every Little Helps." 

One night when the sun had disappeared and birds had tucked their 
heads beneath their wings to rest, one of the night birds flew close to an 
electric light. 

"Of what use are you?" asked the bird . "You give so little light com- 
pared with the sun." 

'I do the best I can," said the light. "Think how dark this corner 



would be if I were not here! People walking and driving might run into 
one another, and someone might get hurt." 

'^That's true,^ said the bird, and away he flew. Then he came near a 
gaslight, standing apart from houses and busy streets. 

*'Of what use are you?" asked the bird. "You do not give as much light 
as the electric light" 

"I do the b^t I can/' said the light "Do you not see that steep bank 
just beyond? If I were not here someone might fail to see it, and fall." 

"That's true " said the bird, and away he flew. Soon his sharp eyes 
spied a lamp in a window. 

**Of what use are you?" asked the bird. "You do not g^ve even as much 
light as the gaslight." 

"1 do the best I can. I am in the window to throw light down the path, 
that Farmer Brown may see the way when he comes home. I do the best 
I can" 

"That's true," said the bird, and away he flew. 

But again his sharp eyes spied a light — a tiny candle light in a nursery 

"Of what use are you?" asked the bird. "Your light is so small. Yon 
do not give even as much light as a lamp." 

"I do the best I can," said the candle, "and I can easily be carried from 
room to room. The good mother uses me when she gives the children a 
drink of water at night or sees that they are snugly covered up in bed. I 
do the best I can." 

'That's true," said the bird; and away he flew, thinking, as he saw the 
many lights here and there, little and great: "All are helpers." — Kinder- 
garten Review. 


The Father Who made the Home. 

Aim. — To help the children to see the order and beauty of the ideal 


Result Desired. — An increased willingness to be helpful and kind in the 



Review lesson five and let the children tell you the value of the sun, 
moon, stars and lights as given in the story "Every Little Helps." 

Have the same or a similar picture as the one used in last lesson. What 
do you see in this picture? Who made the first trees and flowers grow? 
Have you ever seen beautiful trees and flowers? Where? Would you be 
glad if your home were in a beautiful garden where tall trees grew, where 
the grass was soft and green, and where lovely flowers nodded their pretty 
heads at you every time you went to walk in the garden? When our Heav- 
enly Father made the world, He put in it a beautiful home and a garden 
with trees and flowers and streams of water. There were animals in the 
gardens and birds in the trees and everything was just as nice as it could 
be. When the home was all ready Adam and Eve came there to live and 
they were the very first father and mother, and they had two little boys 
whose names were Cain and Abel. 

Our Father in heaven who made Adam and Eve and gave them a beau- 
tiful home, gave us our homes and our kind fathers and mothers, the beau- 
tiful world in which we live, the trees and flowers and everything that we 
enjoy. And He tells us to be good and kind in our homes and to do our 
best to help others to be happ^. 


Memory Gem: 

"The Lord is our Father. We thank Him for life, for homes, and for 
all the beautiful things in the world.'' 

Singing, rest exercises or games. 

Story, •Dorothy's Welcome Home:" 

"I mustn't linger at the breakfast table this morning." Mrs. Collins 
said, briskly, rolling up her napkin and slipping it into the ring. "There is 
so much to be done today to get ready for Dorothy's home-coming." 

"It's too bad Dorothy couldn't be here to help you," Mr. Collins said, 
with a twinkle in his eyes. "She's your right-hand man, I believe." 

"What does papa mean, mamma?" Elsie asked with wide-open eyes. 
"Dorothy's a girl!" 

"He means, dear, that sister is a great help to me; that I can always 
depend on her to help me wherever I need her." 

"Oh." said Elsie, a little doubtfully; but Mabel's face lighted up. 

"Is that what makes people like Dorothy so much, mamma?" 

"That is one reason, Mabel. Dorothy is always helpful to others." 

As soon as the breakfast dishes were washed and put away, prepara- 
tions were begun for welcoming home the daughter who had spent the win- 
ter with her aunt in New York. Everything about the house was to be put 
into apple-pie order, and Dorothy's own room was to be refurnished with 
the dainty new curtains and draperies that Mrs. Collins had lately bought. 
She had not meant to leave this till the last day, but the week had been a 
very busy and broken one, and Saturday had come and the room was still 
lacking its pretty "frills," though these were all ready to put in place. 

"Won't it be sweet and lovely, mamma!" Mabel said, looking at the new 
curtains, which lay on the sitting-room table. "I guess Dorothy will think 
it's lovely." 

"I hope so, dear," her mother answered, thinking happily of the surprise 
she had planned for her oldest daughter. 

Elsie had taken herself off to the attic with her doll, Mabel was prac- 
ticing at the piano, and Jack and Bob were trying to decide whose turn it 
was to fill the woodbox. when, as Mrs. Collins was passing through the 
sitting-room, a rug slipped under her feet, and she fell, wrenching her back 
badly. Mabel and the boys helped her to the couch, and stood by with 
frightened faces while she lay there white and groaning. 

"It's nothing very serious, dears," she said, at last, "but I'm afraid I 
shan't be good for much for two or three days. And I did so want to get 
Dorothy's room fixed up! Poor Dorm^y! It m'on't be quite the home- 
coming I had planned for her." 

The three listeners looked very serious. 

"And her room was going to be so pretty!" Mabel said regretfully. 
Then her face brightened suddenly, and she asked, 'Couldn't Jack and Bob 
and I fix it, mamma? You could tell us about CMgrything, you know. I 
want Dorothy's room to look lovely for her when Ai i comes. And, mam- 
ma, I'd like to be a right-hand man, too." 

"Bless your heart, dear, you shall be!" her mother answered, a relieved 
look coming over her face. "Do Bob and Jack want to be right-hand men 

"Sure!" they answered together; while Jack added, "Dorothy's mighty 
good about helping a fellow out when he gets in a tight place. Trot out 
your scrubbing pail!" 

Under their mother's directions, the three went briskly to work. Mabel 
swept and dusted the room, while the boys did all the running back and 
forth, carried up warm suds from the kitchen, beat the mattress, and climbed 
up and down the stepladder to order. Elsie, up in the attic, heard the clat- 
ter of voices, and came down to find out what was going on. She wanted 


a chance to help with the others, and so was set to washing some of Doro- 
thy's little china knick-knacks and polishing the silver toilet articles. 

"Isn't it pretty I" Elsie cried, delightedly, when the four had finished 
their work. And certainly the sunny room did look inviting, sweet, clean 
and tidy as it was, with all the glass and silver shining, fresn white mus- 
lin curtains at the windows, and dainty pink-and-white spreads on the table 
and dresser. "Won't Dorothy be glad we did it!" 

"Well, I'm glad we did it," Bob declared with energy. "It would be a 
pity if the four of us couldn't do that much for mamma and Dorothy." 

"Don't you think we might fix things up downstairs a I'ttle bit?" 
Mabel asked, then. "There was ever so much that mamma wanted to do, 
and I should think we might do some of it for her." 

"All right!" the boys answered. "We're in the business now, so we 
might as well go on." 

Perhaps the work wasn't done altogether according to Mrs. Collins' 
ideas, but it was a great relief to her to see going on, and she smiled at the 
energetic way in which the four workers wielded broom, dustpan and brush. 

When Dorothy came, a little before supper, her first thought was for 
her mother, who was moving slowly and painfully about the kitchen, get- 
ting ready the evening meal. But Mrs. Collins did not forget how eager and 
impatient the others were. 

"You'll want to go to your room before supper, dearest," she said to the 
tall, slender, graceful girl who stood with her arm about her mother's waist 
"The children will show you the way." 

Laughing at the idea of having to be shown to the old, familiar room. 
Dorothy marched away at the head of the little troop, but she understood 
better when she had stepped into the room and lighted the gas. 

"How lovely!" she said, joyfully, looking about at the new belongings, 
which were exactly what she had been wanting. "I suppose mamma did 
this for a surprise for me?" 

Elsie's clear, eager voice broke out then with the whole story to which 
Dorothy listened with shining eyes. 

"You dears!" she exclaimed, gathering the four in her arms as well as 
she could. Bob and Jack were beginning to think they were too old to be 
hugged, but they did not seem to mind now. "It's lovely, and the best of it 
is that everyone of you had a hand in it. I shall always think of that when- 
ever I look at the room. Let's go now and give mother her share." 

As they went back downstairs, Mabel and Bob fell behind. 

"Oh, Bob, supposing we hadn't done it!" she said, thinking how happy 
pretty Dorothy had looked. "I wonder if it's always so nice to be a right- 
hand man?" she added, with a long sigh of content. — Sara R. Hosmer. 


The Father's Loving Care. 

Aim. — God's care for His children. 

Result Desired. — An increased appreciation of daily care, and a deep- 
ening knowledge that all good comes from our Heavenly Father. 


Review of lesson six. Emphasize the blessings which arc enjoyed daily 
in the home. Animals, birds, plants, etc., all do their part to make the world 
beautiful. Fathers, mothers, etc., do things to make home comfortable and 
pleasant. What must little children do as their share? Let the children 
tell the story "Dorothy's Welcome Home." Repeat memory gem from les- 
ion six. 

Relate the following: 

"In a country very far away from here there once lived a king who did 


not love God, and who did not try to do the things which God wanted him 
to do. This king was very cruel and unkind to the people who worked for 
him, and when little baby boys were born in the homes of the people who 
worked for the king their fathers and mothers hid them. Why do you sup- 
pose their fathers and mothers hid them, so that the king could not find 
them? Why do you suppose the fathers and mothers took such good care 
of their baby boys? 

"I will tell you of one little baby boy whose mother loved him, just as 
all mothers love their babies, and she did not want any harm to come to 
him. So she hid him just as long as she could. When he grew to be such 
a big baby that she could not hide him any longer, this is what she did: 
She took somethink which we would call a basket, and she covered it all 
over with soft mud that clung to the basket and made it all hard and smooth, 
and so that not the least bit of water could get inside. Then she put her 
baby in the basket and laid the basket and baby among the tall grasses 
which grew right by the edge of the water. Do you think that was a queer 
place for her to put her baby? That mother had a good reason for putting 
her baby where she did; she knew that the king's daughter came down to 
wash herself at the river, and she hoped that the king's daughter would see 
her baby boy and would love him and take care of him. That is just what 
happened. When the king's daughter saw the baby and heard him cry, she 
was sorry for him and loved him and cared for him just as though he were 
her own boy. And she called his name Moses; and Moses grew bigger and 
bigger, and stronger and stronger, until at last he grew to be a man, just 
as I hope you boys will grow to be men. 

"Who do you think puts love in all mother's hearts for their children? 
Who do you think made the king's daughter kind and put love in her heart 
for the baby boy? Who took care of the baby Moses all the time, — when 
the mother was near, when she was far away, when the king's daughter 
was near, and when she was far away? 

Who takes care of us at all times? I think that God is good and kind 
to take care of us, don't you?" 

Memory Gem: 

"God is good, He cares for me." 

Singing, rest exercises or games. 

Story, ••When Billy was Lost:*' 

"I can't see why I was so stupid as to miss the right turning!" and Billy 
quickened his steps and peered through the darkness ahead of him. 

This was only the second time that he had been over the road that ran 
from their house to the village, three miles away, for they had only recently 
moved to Sherbrooke. 

Billy's little sister was ill, and on this particular afternoon Billy had 
been sent to the doctor's for some more medicine and had lost his way going 

"My, but it is lonesome!" he said half aloud as it began to grow dark 
and there was no house in sight. "But I don't suppose God will let me get 
lost, for He must be up there among the stars." 

And the little stars smiled back at him, as if to say that he was not en- 
tirely alone; they were sentinels to watch over him. 

Soon he came to a little stretch of woods, and thrustinta: his hands deep 
in his pockets he hurried forward, as it seemed very dark indeed through 
there. What was that breaking through the bushes? Could it be a bear? 
He had never heard of bears in that neighborhood, but his heart beat very 
fast indeed as he listened to something coming nearer and nearer. I am 
afraid that he even forgot for a time that God was keeping watch over him. 


There was a scramble and a final crash, and what should bound out into 
the road but Billy's own dopr. Chum! How glad he was to see him! 

"Chum! Chum!" cried Billy, and then what a hugging and barking there 
was as the two met! 

"Now then, Chum, go find Betty!" commanded Billy, who knew in that 
way he could tell how to get home. 

So, looking back every little while to see that his master was following. 
Chum started oflF, and much to Billy's surprise he soon found himself but a 
short distance from his own home. 

"Mother," he said that night when he had told her all about it, "I almost 
think that God sent Chum, don't you, because he knew how lonely I was?" 

"Yes, dear, perhaps he did, for he could show you in that way as well 
as in any other that he would take care of you, if you only trusted in him. 
— Margaret Warren. 


The Father Who Hears Our Prayers. 

Ai.m — Faith in God. 

Result Desired. — That the children when in trouble will think about their 
Heavenly Father and ask for His assistance, believing that if it is for the 
best the Lord will grant their petition. 


Review story of Moses, emphasizing the fact that our Heavenly Father 
was keeping watch over the baby, that He put the love into the mother's 
heart and that He sent the king's daughter just at the right time to find 
Moses. That He put into her mind the thought that it would be nice to. 
take Moses to her home and keep him there, where he would be safe from 
all harm. 

Review story, "When Billy Was Lost." 

Repeat memory gem from lesson seven. 

"Does God take care of all little children? Do you think God cares just 
for little children? Do you think He cares for big boys and big girls? for 
men and women? I think He does, for "God is love." 

I will tell you how our Father in heaven helped a man whose name was 
Elijah. The story is in the Bible and it tells us that Elijah was a teacher 
who taught the people about God the Father and all that God wanted His 
people to do. How it happened in that country where Elijah lived that the 
rain did not fall for a long, long time — such a long time that the green, grow- 
ing things that the people had for food did not grow. The wheat and 
other grains did not grow, and there was no meal or flour with which to 
make bread, and the people did not have enough to eat. 

It was at this time that God took care of Elijah in a very wonderful 
way. God spoke to him and said: "Turn to the east, and hide thyself by 
the brook Cherith. And it shall be, that thou shalt drink of the brook; and 
I have commanded the ravens to feed thee there." Elijah obeyed, and he 
went to the brook and lived beside it as long as God the Father told him to. 
Elijah found the water prood to drink, just as God told him it would be. 
And every morning and every evening ravens flew to the place where Elijah 
was and brought him food to eat, just as God said they would. 

God, the Father of all, has power to do all things, and He has power 
to take care of everybody. He took care of Elijah because He loved him. 

Our Father in heaven loves you little children. He has promised to take 
care of you, and He will. He will take care of you always, — ^when you arc 
asleep, when you are awake, when you are afraid or lonely, when you are 
playing or working/ 



ICcmory Gens 

"Father, thou who carcst 

For smallest tiny flowers, 
Thou teachest bees, and squirrels, 

To save for winter hours. 
To thee, we little children, 

Our loving thanks would bring 
For all thy loving-kindness. 

Of all thy goodness sing." 

Singing, rest exercises or games. 

Story, "The Drummer Boy:" 

"Uncle Jasper," demanded Gordon, "didn't you see any places that had 
anything to do with boys? You have told the girls about fifty-'leven places 
you visited that had some girl in connection with them, and I think it is our 
turn now!" 

VSo do I!" declared both David and Harold together. 

"Well," laughed Uncle Jasper, "I think perhaps it is your turn, and, yes, 
I did visit a place that had a story of a boy attached to it. It was a cave, 
too! Does not that sound exciting? But it was not a robbers* cave, how- 
ever; it was a cave which the British used for a small prison during the 
War of 1812. 

"The story is that one day several soldiers, who had been drinking 
heavily, met a little drummer boy, and they decided it would be a great joke 
to lock him in this cave, although they probably intended to let him out 
when his fears or anger had given them suflicient amusement. 

"The poor lad was very much frightened, indeed, and begfired to be set 
free, but he was only laughed at for being a timid soldier, and told that he 
must obey his superiors. They shoved him into the cave and then pretend- 
ed to leave him there, after telling him many tales of how the French would 
find him and kill him, or else some wild beast would do the same thing. 

"As he trembled there in the cold and darkness, he could still hear the 
soldiers laughing and shouting in the distance, but presentlv their voices 
grew fainter and all was still. In the stillness he remembered that his moth- 
er had told him always to trust in God, for he would take care of him. Af- 
ter that he felt that he was not quite alone, and then he must have fallen 
asleep, for when he awoke he could see the stars from the mouth of the 

"Morning came, followed by night, and then another day; still no one 
was sent to release him or to bring him any water or food. He kept pray- 
ing to God to send some one soon, but after a little time he lost conscious- 
ness and knew nothing until one day he woke up to find himself in the hos- 
pital tent, and there, sitting beside him, was one of the same soldiers who 
had made him a prisoner. 

"At first he thought he was still a prisoner, until the soldier explained 
that they had gone off on a skirmish and had forgotten all about him, until 
he himself had been brought in wounded, and then, when he remembered 
what they had done, some one was sent to release the prisoner. 

" 'And I have been waiting all this time to tell you how sorry I am,' add- 
ed the soldier. 

"'Oh, that's all right,' replied the boy, *I knew some one would come, 
because I kept asking God to send some one, and you see He really did.' " 
— Margaret Warren. 


Third Grade. 

(Children eight and nine years of age.) 

Subject for the Year— The Ten Commandments. 
Topic for the Month of February — Commandment 2. 


1. Idolatry. 

2. Worship of Wealth. 

3. Worship of Power. 

4. How God Loves His Children. 



Aim — To help the children to understand why the Lord established the 
Ten Commandments. 

Result Desired — That the children will have increased respect for prop- 
er authority. 

Review of Lessons for January: 

Use the four divisions and let the children tell why we believe God to be 
the Greatest Ruler, etc. 

Suggesticns for Development of Lesson Five. 

Review briefly the story of the giving of the Ten Commandments to 
the Israelites. How Joseph came to Egypt. How his family and others 
followed and remained. How they became the servants of the Egyptians. 
The acquiring of the habits of the people with whom they were living. How 
Moses came to deliver them, and the long journey in the desert. Describe 
some of the conditions of the journey with its many trials, and emphasize 
the fact that the bad habits which the Israelites had acquired made the 
journey harder and more difficult; for they were discontented and not will- 
ing to obey the commands of the Lord which were given to them by 
Moses. Explain how Moses went to the Lord for assistance and how the 
Lord wrote on the tablets of stone the Ten Commandments which, if 
obeyed, would make them a better and a happier people. These command- 
ments are just as good for us as they were for the Israelites and we want 
to know all about them, so they may help us also to be good. The first 
commandment bids us remember that we must honor and obey God be- 
cause He is the Father of all people, the Maker and the Ruler of the earth, 
and the One who gives us every good thing which we enjoy. 

Now, I shall read slowly the second commandment, then we will try 
to find out just what it means. 

(Read second commandment.) 

Describe a "graven image." If possible have pictures of idols, such as 
were worshiped by the Israelites, to show to the class. In almost every 
home are statuettes which may be referred to, to help the children to under- 
stand what is meant by a "graven image." The Israelites sometimes for- 
got God, and worshiped idols, just as it says in the commandment; they 
made images of things like the sun, moon and stars, like men and women 
and animals and birds, and even like the fish that live in the water. They 
would kneel down before these images and ask help of them. But they 
were made of stone and brass and other things which could neither hear 
nor speak; so of course it was very foolish as well as wrong to ask help 
from such idols. Here in the commandment the Lord speaks very plainly 


(read again, slowly, the commandment.) The last part means that if we 
do God's way we shall be blessed and happy, but if we do wrong and are 
disobedient wc shall be punished. Let us all say the memory gem about 
"Our Father." 

Memoiy Gem: 

"Our Father's love is sure, 

And very wise His care; 
He gives us what He knows is best, 

And hears our every prayer." 


Worship of Wealth. 

j*im — ''The best of life is not to be gotten from the ownership of many 
things; it comes from work well done." 

Result Desired — That the children will recognize the great wisdom of 
God in giving us commandments which if obeyed, bring happiness and 

Review of Lesson Five: 

Let the children tell you the story of the Israelites as outlined in last 
lesson. Emphasize the thought that the people of God had gone into Egypt 
and had fallen into bad habits, and so were unhappy and uncomfortable. The 
desire of the Lord was to help them to be a good people and then they would 
be more comfortable and happy. Review the memory gem to show the 
Supreme Wisdom that makes laws which help everybody to be good and 
kind to others. 

Develcpment of Lesson Six: 

There are three very good stories in the Bible which may be used to 
illustrate the aim, that the worshi*^ of wealth does not bring happiness, any 
or all of which may be used as the- teacher may desire. They arc: The 
parting of Abram and Lot (Genesis, 13th chapter); Jesus driving out the 
monev changers from the temple (John 2: 13, 16); Jesus and the rich young 
man (Matthew 19: 16-24). 

The following story may be related in the teacher's own words. 

Story from Real Life: 

A fortune is the ideal of success with many youths. They read of poor 
boys going to New York or Boston, London or Paris, and finally becoming 
the millionaires of those cities. They can buy every luxury and worldly 
pleasure there is; and they are honored far more than many of the best men 
who ever lived. It is not strange, in these circumstances, that boys especi- 
ally should conclude that wealth is the greatest thing to be sought for. 
They believe that to be rich is to be happy and respected, and so they 
want to be rich. Thus deluded, many enter the race for riches without re- 
gard for anything else. 

The following story of two boys will show, by contrast, how erroneous 
and misleading such ideas are. And this is only one of thousands of kindred 
facts that mijrht be adduced to prove that accumulating a fortune may prove 
the greatest failure. 

Two brothers were left five hundred dollars each by their deceased 
father. "I will take this money and make myself a rich man," said Henry. 
He believed that wealth was the greatest thing on earth. "I will take this 
money and make myself a good man," said George, the elder. Henry, though 
having little education, ceased going to school, and entered the world of 
traffic. He was quick-witted, shrewd, and willing to work hard for money. 


At the end of a year he had one thousand dollars. In five years he was 
worth twenty thousand dollars; and at fifty he was called a m*llionatre. 

George did not believe that success was getting money. Te knew there 
was something better than wealth, and he looked for it. He spent two- 
thirds of his money in going to school, before taking up his chosen occupa- 
tion. Then he purchased a few acres of land near a thriving city, and be- 
came a farmer. 

After the lapse of about forty years, the two brothers met at George*s 
house. George was a vigorous, alert, handsome man, the very picture of 
health and happiness, though nearly sixty years of age. Henry was nervous, 
thin and infirm, and walked like an old man, though several years younger 
than George. In his race for riches, he had completely broken down. On 
the other hand, George was as sound and hearty as he was at twenty-one. 

They went into the library, where George spent all his leisure time. 
Henry had no more interest in the books than in so many stones; he had no 
taste for reading. They went into the garden. Henry began to cough, and 
said he was afraid of the east wind. George called his attention to some 
beautiful shade trees: but Henry only answered, "Pshaw!" They visited the 
greenhouse; Henry remarked, "I don't care for such things as these." "Are 
you fond of paintings and engravings?" inquired George. "I can't tell one 
daub from another." "Well, you must hear my daughter Edith play the 
piano!" "Oh, don't brother, don't; I never could endure music." "But what 
can I do to interest you?" continued George, almost in despair; "shall we 
take a ride?" After a silence of a few moments, Henry answered, "If you 
please, you may take me down to the bank, and I will have a chat with the 
president." Georjare was glad to take him there. 

Here was a man who had given his life to money-makinfi:, and he was 
nothing but a wreck. His body was shattered, and his mind, too; and he 
could find no enjoyment in anything but the god he had worshiped — gold. 
He was not a bad man — he was known as a moral man. But he had made a 
grave mistake; and he saw it when he contrasted his life with that of his 
brother; and he said, out of the depths of his disappointment: 

"George, you can just support yourself comfortably with your income, 
and I have money enough to buy up your whole town, including the bank; 
and yet your life is a success, and mine a dead failure." — Selected. 

Memory Gem: 

"Good laws make it easier to do right and harder to do wrong.* 


Worship of Power. 

Aim — A deepening of the feeling that God is the best and wisest Ruler. 
Result Desired — A more willing obedience on the part of the children to 
proper authority. 

Review of Lesson Six: 

Read Deuteronomy, 8th chapter, and review in your own words the 
blessings which were bestowed on the Israelites; then compare with the 
story of our people and how the Lord led us, as He did the Israelites, into 
a land of plenty. We must remember the great kindness of our Father and 
be willing to honor and serve Him. 

Development of Lesson Seven: 

Talk with the children about power, what it is and what it can do. What 
powers do children possess and how may they use them for good or ill? 
What power have parents over their children and how is it generally used 


for tlie benefit of the children? What is the power in physical strength? In 
mental strength? What is the power of money and of position? Refer to 
the power held by Pharaoh. How did he use it against the Israelites? Use 
story of Saul and David to illustrate the thought that Saul desired so much 
his power as king that he wished to destroy David for fear that David might 
take away some of his power which he had as king of the Jews. Read 1st 
Samuel for story of Saul and David. The story of Herod may be used, how, 
when he heard of the birth of Jesus, he commanded that all the little boys 
under two years of age should be destroyed. (Matthew 2: 16-18.) 

These men all worshiped power and it made them do wrong and wicked 
things. Go back to thoughts in 8th chanter of Deuteronomy and show how 
God uses His power to make people happy. 

Memory Gem: 

"No man doth safely rule but he that has learned gladly to obey." 


How God Loves His Children. 

Aim — "God is King of all the earth: sing ye praises with understanding." 
Result Desired — An increased reverence for God and a better under- 
standing why the commandments of God should be obeyed. 
Review of Lesson Seven: 

Let the chiluren tell of the results of worshiping power, as illustrated in 
the lives of Pharaoh, Saul and David and Herod. Also review story of the 
two brothers. 

Development of Lesson Eight: 

Recite the second commandment. Let the children tell what is meant 
by a "graven image." What kind of idols did the Israelites make and wor- 
ship? What did they worship in the heavens? In the earth? Beneath the 
waters? What do people worship now? Which will make people the hap- 
piest, to honor and obey God or to give all their time and ability to getting 
riches or power? 

The commandment says, "Thou shalt have no other gods before me." 
Then in many ways the Lord tells us that if we wish to prove that we love 
Him we are to be kind to each other, not only our parents and brothers 
and sisters, but to be good to everybody. People who worship wealth, keep 
it for themselves. Peoole who worship power generally use it to hurt others. 
Now, how does God use His wealth and power? What does God own? 
(Permit the class to <to into details because everything that is belongs to 

vVhat power may God use? (This question may bring in the thoughts 
of the planets, the uses of electricity, the giving of life; death, etc. En- 
courage all the class to take part in the talk.) 

To illustrate tne forgiveness of God use some of the following: Story 
of the flood (Gen. 6th and 7th chapters). Lot at the destruction of Sodom, 
(Gen. 19th). Stories of Joseph and Moses. Daniel in the lion's den (Daniel 
6th chapter). The giving of His son that all might learn the blessing of lov- 
ing and griving. Any of the incidents from the life of Our Savior which il- 
histrates the thought of God's continual goodness to those who keep His 

Memory Gem: 

"The Lord is good to all." 


Fourth Graide. 

(Children ten and eleven years of age.) 

Subject for the Year— The Word of Wisdom. 
Topic for the Month of February — Care of the Body. 


1. Why We Eat. 

2. What to Eat. 

3. Varieties in Food. 

4. When to Eat. 


Why We Eat. 

Aim — The necessity for food. 

Result Desired — That the children may desire to understand the needs 
of the body. That they will recognize God's blessings in caring for His 

Memory Gem: 

rJehold, God exalteth by His power: who teacheth like Hiui? — ^Job 
36: 22. 

Suggestive Talk: 

Did you ever see an automobile whizzing down the road? What was 
pulling it? Was there anything pushing it? It looked as though it were 
going of itself. What was tne man doing who sat in front holding a small 
wheel? After the automobile had passed there was a strong odor. What 
was it? The gasoline is the fuel that makes the power which moves the 
automobile. Did you ever see an automobile when it could not go? Some- 
times the owner has to get a team to pull the machine home. What do you 
think had happened to it? Sometimes an accident happens to some part of 
the machine; but, usually, when an automobile stops running it is because 
it has used up all its tuel (gasoline). 

Did you ever think about your body as a wonderful machine, much 
more wonderful than an automobile? The machinery of your body would 
soon stop working if you did not keep it well supplied with fuel; so to keep 
it going we put in fresh fuel about three times each day. 

When you use an automobile constantly its parts are getting worn out. 
Sometimes the parts become so worn that they break and then the automo- 
bile will not run. What must be done to put it in good working 6rder? 

Parts of your body become worn with constant use, but they are able to 
mend themselves. Just as fast as the parts of your body are being worn out 
some wonderful process is at work making them new again. 

There are many parts in your body and they are all working at one time 
to keep you alive and eive you strength to move about and to think. 

You may use your body until it is all tired out, but it soon becomes 
rested again. If you fall and bruise yourself, does the bruise stay there for- 
ever? What happens to the skin or bone that is bruised? How about a cut? 
Then your body is constantly taking care of iteslf. 

Did y«^u ever see a small automobile grow into a big one? How about a 
baby? When he was very little what could he do to help himself? What 
are some of the first things he does? How do you know his body is grow- 
ing stronger? What makes you think his mind grows too? What helps 
the baby to grow? 

How about plants? How can you tell that they are growing? What 


kind of food do plants need? Does the plant look like the soil and water 
out of which they grow? Does the bal?y look like the milk it drinks? 

There are three reasons why we eat: to keep the machinery of our 
bodies working smoothly, to repair the parts as they are being worn out, 
to make them grow. We get strength or power from our food; as fast as 
we wear out it builds us up; we grow taller and larger; we can use our 
minds so that we understand more and do more." • 

We need to know how to eat and when to eat to get the best use of 
all the parts of the body. We should learn to chew carefully the food be- 
fore it is swallowed. When the food reaches the stomach it is changed by 
tnc juices which the body sup'^lies; then it goes into the blood and becomes 
a part of the body. The work that is done in the stomach we call digestion. 

Like plants we need more than food, we must have air and sunshine. 
We must be very careful of our bodies, they are the most wonderful ma- 
chines in the world. 

Questions on the Lesson: 

What can you tell about an automobile? 

What do you know of some other wonderful machine? (This question 
is for the benefit of children who are familiar with farming or other indus- 
trial machines.) 

What do you know about your body as a wonderful machine? What 
can it do? 

What happens to a machine that is being constantly used? 

What happens to the body that is ip active service every day? 

How is the body repaired and kept alive? 

Tell about some injury you have received and how it was repaired ? 

How do you know that the mind and body grow larger and stronger? 

What have you noticed in the growth of plants? 

What are the three reasons for eating? 

What is the good of knowing when and what to eat? 

What happens to the food when it gets into the stomach? 

If the stomach is not in good order what usually happens? 

Has the Lord told us anything about how we should care for our bodies? 

Where do we find this information? 


What to Eat 

Aim — Give me understanding, and I shall keep thy law. — Psalms 119: 34. 
Result Desired — That the children will understand that the Lord desirer. 
His children to be as comfortable and happy as possible. 

Meinory Gem: 

Oh that men would praise the Lord for His goodness, and for His won- 
derful works to the children of men! — Psalms 107: 8. 

Siiggestive Talk: 

Louisa M. Alcott wrote a story about a little girl who was very fond of 
sweets. She wisned that she might eat all the cake and candy she wanted, 
and that she need eat nothing else. 

She had a dream once that she was taken to a land where all the people 
were small and where everything, including the people, were made of candy. 
The little girl was delighted, and began to eat all the candy she wanted. 
Very soon she began to feel cross. She was tired of eating and seeing so 
much candy. Now she wanted something else to eat! Then she made up 
her mind to run away from Candy Land. 

She came to a great desert and as she hurried over it she discovered 


that it was all brown sugar, riext she came to a country where everything 
was cake. Beautiful frosted and fruit cakes! Cookies and gringerbread ! The 
little girl tasted everything but she thought how good a piece of plain b^-er.d 
and butter would taste if she could only find it. All the people who lived in 
the Cake Country were dissatisfied and were waiting for a chance to go lo 
the Land of Bread. The little girl wished she could go there, so she nskcd 
the Cake people to tell her the way to go; and then she started lo mn on. 

As she traveled along she found that she must pass between fields of 
growing grain and by a river of milk. By and by she smelled something 
that was very delicious. Yes, it was the odor of bread, fresh and wa^m. 
What do you think the little girl thought about sweet foods and good bread 
and butter ever after? 

Suppose you had a dream like the little girl in the story, would you have 
wanted to go to the Land of Bread? Why? 

How does your body tell you that cake and candy is not the right kind 
of food? Plain food like bread is much better for the body than very sweet 
food. You never feel ill after eating bread, no matter how much you eat of 
it, but if you should eat too much eandy or cake your stomach would rebel 
and make you suffer pain. 

We need some sweets in our food, but we must not eat much of thein, 
as they will not nelp us to grow or be strong unless we have plenty of go^d 
plain food like bread, milk, meat and potatoes. 

We need a number of kinds of food to keep our bodies healthy ond 
strong. If you had the same kind of food every time you were hungry, yoa 
would be nice the little girl in the story, you would be cross and miserable 
£.id would want to run away to some place where there were more kinds oi 
food to be had. 

If you had a great many different things to eat, you would not g^ow 
tired of any of them. 

But there is a reason for using different kinds of food. Some foods are 
good for mending the body, some give us strength, and some make us 
grow. We need all kinds of good food to keep us in the best condition. 

We like some foods better than others, but we should try to like all 
good food so that we may have as many kinds as we need. 

Questions on the Lesson: 

The little girl in the story was a sickly girl. Why was she so? 

What kind of food do you like for your breakfast? For dinner? For 

How do you feel after eating bread? After eating candy? 

Have you ever had the headache? What was the cause of it? 

What does food do for us? 

Are there any kinds of food you do not like? Name them. 

How does a person look whose food agrees with him? 

How does a person look whose food does not aprree with him? 

How many kinds of food does the Word of Wisdom tell us is (rood 
for us? 

Does the Word of Wisdom tell us to eat all we want of any kind of food? 

What kind of foods are said to be very good for people to cat? 

What kind of food are we told lo eat sparingly? 

If you should put the best kind of coal in your stove, what kind of a fire 
would you have? 

If you use the same wisdom about the food you put in your stomach 
what will be the effect on your body? 

What Is your opinion about our Father in Heaven in takinr so much in- 
terest in us even to telling us what is best to eat? 


Varieties of Food. 

Aim — ^Teach mc good judgment and knowledge. — Psalms 119: 66. 
Result Desired — An increased interest in a knowledge of the body and 
its needs. 

Memory Gem: 

Open thou mine eyes, that I may behold wondrous things out of thy 
law.— Psalms 119: la 

Sui^estive Talk: 

On a cold winter day, when you get home from school and run into the 
house, stamping your feet and clapping your hands, you sometimes say to 
your mother, "Oh, I am so cold!" And mother says, "Come and have some 
nice warm dinner and then you won't feel so cold." Mother has the dinner 
all ready for you, good and hot. But, if it stands on the table very long, 
what will happen to it? But if you eat it, why will it keep you warm? 

After you have eaten you can go out and play or do your chores and 
feel very comfortable, not a bit cold. 

But you were not comfortable before. What has made the difiFerence? 

The fuel or food is in your machinery box (stomach) and it is working, 
that is, being digested, and the work that is going on makes your blood flow 
faster and that makes you warmer. 

What does the Word of Wisdom say we should eat in winter? 

In cold weather we need plenty of food to keep our blood moving so 
fast that the cold in the air will not chill us. If the body gets very cold it 
will become ill. 

Some foods give more heat than others. Meat and other foods that con- 
tain oil are good for us in cold weather. In summer grains and fruits are 

In a country far north of us where the Eskimo lives, it is necessary to 
eat great quantities of fat to be able to keep warm. An Eskimo would rather 
eat a dozen candles than a dozen oranges. 

As long as you are alive the blood in your body is warm, even though 
your skin should feel cold. 

The food that you eat is always being turned into blood What you had 
to eat yesterday is still helping. 

You are very much like a stove, and the supplies in your stomach change 
like the coal does as it is being burned. The burning of your food keeps 
your blood warm. 

Then we need to consider what we do every day to help us to know how 
much food is good for us at a time. 

Some of us are more active than others. A person who moves about a 
good deal or does hard labor needs more to eat than a person who sits or 
keeps still most of the time. 

If you go outdoors and play and run or jump, you will get hungry much 
more quickly than you will sitting reading or studying your lessons. Then 
as long as you are growing, you need more food for the bones and other 
parts of your body which are becoming larger every day. You need to make 
new material as well as to renew the old. 

Questions on die Lesson: 

On a warm summer day what do you like best for your breakfast? 
On a very cold morning, what would you prefer for your breakfast? 
Why is there a difference in your tastes in winter and summer? 
After you have eaten what keeps the food, warm? 


Tell what you can about the change that takes place in coal while it is 

What heat comes from coal before it is on fire or after it has turned to 
ashes? ' 

Why is your stomach like a stove? 

If you burn poor coal or allow the ashes to stay in your stove what 

vV^hat does that teach us about food in the stomach? 

What kinds of food are good for cold weather? 

What Kinds of foods are good for warm weather? 

Why do we need to eat more in cold weather than in warm? 

What has your work or play to do with the amount you eat? 

What season of the year is food the most plentiful? 

Why do you think the harvest time is in the fall or just before the winter 

Who regulates the seasons and the food supplies? 

Repeat the memory gem and ask some member of the class to tell 
what it means. 


When to Eat 

Aim — Happy is the man that Bndeth wisdom, and the man that getteth 
understanding. — Proverbs 3: 13. 

Result Desired — An increased appreciation of the wisdom and goodness 
of the Lord. 

Memory Gem: 

Forget not my law; but let thine heart keep my commandments: For 
length of days, and long life, and peace, shall they add to thee. — Proverbs 
3: 1-2. 

Suggestive Talk: 

Review the questions in lessons five, six and seven. 

When you get very tired you can rest by lying down or keeping still for 
a short time, but we get our best rest by sleeping. When we fall asleep the 
whole body rests and when we waken in the piorning we are refreshed and 
ready to do whatever is necessary through the coming day. 

The stomach cannot digest food as easily when we are asleep as when 
we are awake; so we must be careful not to eat very much food before going 
to bed. We should stay up at least one hour after supper and then the stom- 
ach has a chance to take care of the food. 

The best time to eat a dinner of solid food, such as meat and vegetables, 
is in the middle of the day. If you are busy all the morning the food you 
ate for breakfast will be digested because of your activity, and then you are 
hungry, and the stomach is ready for new supplies. 

It is a good plan never to eat unless you are hungry, and then you 
know the old saying. "Enough is as good as a feast" But I think your 
stomach would say, "Enough is better than a feast." 

The stomach should never be overloaded any more than you should 
stuff a stove so full of coal that it will not burn. Neither will the stomach 
burn its fuel if there is too much in it Of course it will do its best, but an 
overworked stomach is a sick stomach, and a sick stomach is not a very 
comfortable thing to have. One should think about what they are going to 
eat and if, besides meat and vegetables, you want some dessert, leave room 
for it Don't eat meat and potatoes until you feel perfectly satisfied, and 
then try to cram down a piece of pie or some pudding or cake. 

The stomach is small and can hold just so much at a time. You will do 


yourself great harm if you injure your stomach and it is much wiser not to 
eat all you want tnan to eat too much. 

We have 1 een trying to find out why we should eat and what eating does 
for us; now let us think about the food itself and where it comes from. 

We need variety, that is, to keep our bodies well supplied with material 
to keep us healtny and strong, we must have a number of kinds of food. 

Suppose you had for breakfast an orange, some mush made of oatmeal, 
an egg, a cornmeal muffin and a glass of milk. Where did these foods come 
from? Of course, you will say the orange grew on a tree, the oatmeal was 
ground out of oats and the cornmeal out of corn, that the egg was laid by a 
hen end that the milk came from a cow. But there was more in the muffins 
than corn, you would use something to change the taste of your mush, your 
tgg and your muffin. 

Questions on the 

When the body is tired how may it get rested? 

How about eating just before you go to bed? 

Why is the middle of the day the best time to eat a hearty dinner? 

Why is enough better than a feast? 

What kind of food is an orange? 

There are three classes of food and they are known as mineral, animal 
and vegetable. 
. If the orange grew on a tree, to what class would it belong? 

What would you use with your mush? 

With your tgg? 

What does mother put in the muffins beside cornmeal to make them 
light and good to taste? 

What part of your breakfast belongs to the mineral kingdom? (Salt.) 

Where does sugar come from? (Sugar cane or beets.) 

How much belongs to the vegetable kingdom? (Orange, oatmeal, corn- 
meat, sugar and wheat.) 

What part came from the animal kingdom? (Milk, butter and tgg,) 

How is it possible for us to get so many varieties of food? 

When we sit down to eat, why should we return thanks to God for the 
food that is prepared for our use? 

What good will it do us to remember and obey the Word of Wisdom? 

Fifth Grade. 

'Children twelve and thirteen years of age.) 

Subject for the Year— The Articles of Faith. 
Topic for the Month of February — Rewards. 


1. What Shall the Harvest Be? 

2. Responsibility. 

3. Resisting Temptation. 

4. Natural Results. 


'*What Shall the Harvest Be?" 

Aim — ^The, whole of life and experience goes to show, that right^ or 
wrong doing is sure in the end to meet its appropriate reward or punish- 
ment — H. W. Beecher. 


Review of Lesson Four: 

The four lessons for the month will be based on the second Article of 
Faith, but instead of developing only the idea that punishment comes from 
wrong doing we shall try to work out the thought that the Lord means us 
to work out our own salvation and that good as well as evil acts will bear 
their natural fruits in the formation of character and in the success or fail- 
ures of our lives. 

However, to have a good understanding of the meaning of Article Two, 
and so as to be able when necessary to make explanations about it as the 
lessons are developed, the teacher should read carefully all of Lecture Three 
in The Articles ri Faith, by Talmage, and all of Chapter Three in The Gos- 
pel by Roberts. 

Development of Lesson Five: 

Review briefly the story of the Fall and explain that we can do nothing 
either good or bad without it affecting our own character and the lives of 
other people. Read the following article and relate to the class to show 
that it is the better way to make the most of every possible opportunity and 
believe that we shall reap rewards for every well-spent day. 

"Count that day lost whose low descending sun 

Views from thy hand no worthy action done." 

Storv, "Prepared for Possibilities:'' 

No one can foretell the possibilities of a human life. In an age and 
country where the poorest boy may become the richest, best educated, and 
most influential citizen; and the humblest girl the model wife and mother, 
teacher and scholar, and mistress of the White House, it is presumptuous to 
prophesy the fortune a youth may command forty years hence. Providential 
changes may lift one into a position of honor and trust, or of hardship and 
trial, wholly unanticipated, and the fact should become a factor in the prep- 
aration for a lifework. It is certain that the faithful improvement of present 
opportunities to develop the whole man will qualify a youth for any post 
to which Providence may call him. 

Forty years ago, a school-girl in Ohio resolved to acquire as much cul- 
ture as her poverty woifld allow. She was the daughter of a farmer in 
humble circumstances, yet strongly desirous that his children should qualify 
themselves for usefulness. This daughter aspired to be a teacher, and she 
devoted herself to this commendable purpose with the closest application,go- 
ing to schol whenever money enough could be scraped together to pay the 
expenses of a term. She did not dream that any higher or nobler position 
than that of a teacher in her own or some other town awaited her. She was 
too poor and humble to justify herself in building air castles of wealth or 
fame. The improvement of her time, however, and the discipline to which 
she subjected her powers, were as complete as they would have been if she 
had known that she would occupy the highest place in the land. Hence she 
was prepared for any position to which a noble woman might be called. 
This Ohio school-girl, Miss Lucretia Rudolph, became Mrs. President Gar- 
field, mistress of the White House at Washington. Little did she dream 
that such an exalted experience awaited her, when she modestly but per- 
sistently pursued her studies at Chester Academy and Hiram Institute. In- 
deed, when she became the wife of her teacher, James A. Garfield, such a 
heritage could not have seemed among the possibilities. But that was im- 
material so long as her fidelity in youth fitted her for that, or any other 
sphere. The school-girl who is true to herself and her Maker is qualified 
to be, not only a teacher, but, also, wife of the President of the United 

The foregoing proves that youth may acquire culture, mental and moral, 
that will adorn the highest position in womanhood and manhood. 

Should misfortune disappoint our hopes, such a one can take up the 


burden of poverty and personal sorrow, and bear it with royal dignity. Cul- 
ture will not hinder the discharge of the humblest duties of every-uay life, 
bat will dignify them, and thereby magnify their importance. 

A young lady who had scarcely been two years out of school, where her 
talents and application won for her the highest honors, was introduced by 
marriage to rapidly accumulating wealth. In fifteen years she was placed 
above the necessity of toil and care, moving in a circle where wealth and in- 
telligence ruled. But misfortune overtook her husband; his wealth vanished 
in a single season, and finally he himself went down to his grave under the 
calamity, leaving his wife and four children penniless. Although such a pos- 
sibility had not been thought of, she was prepared for it. Her faithful self- 
culture in girlhood made it easy to fit herself for a medical practitioner. 
Soon she was settled in New York City, where her ability and skill rapidly 
increased her practice by winning public confidence. With business came 
money, and she gave her two sons a collegiate education, preparing: them 
for the Christian ministry; and her two daughters, educated, liKe herself to 
adorn any place of usefulness and honor,were introduced into affluent homes 
of their or-n. 

llie celebrated Dr. Parr was talented, studious, and trusty in his youth, 
though he did not indulge anticipations of greatness and fame. The 4atter 
were thrust upon him in due time, though he never would have shared them 
but for the industry and application of his youth. Here he laid the founda- 
tion of his future renown, greatness easily followed early fidelity. 

In early manhood Parr married a pert, pretty miss, his inferior socially 
and mentally. He misrht have made a better selection had he anticipated the 
possibility of great learning and wisdom, and if his wife had known that she 
was going to wed a learned man of the future, she might have fitted herself 
for the position. But not even thinking of such a possibility, she became the 
wife of a man far, far above her, thirty years thereafter. She could not ap- 
preciate his love of Iri^oks, nor was she at all fitted to mingle in the literary 
circle to which he belonged. Consequently she became a perfect "thorn in 
the flesh." There was neither peace nor comfort in his home. The years 
in which an admiring public honored him were wretched years to him be- 
cause his life was embittered at the fountain. His domestic relations were a 
torture. Neither party was prepared for possibilities. Both got what they 
did not bargain for, or expect. 

Michael Faraday was a poor boy, the son of a blacksmith, who appren- 
ticed him to a bookbinder in London by the name of Reband, at the age of 
thirteen. Here the boy laid the foundation of his future greatness by mak- 
ing himself familiar with the contents of the books he bound. He re- 
mained in the bindery at night, after employer and employees had left, to 
read the volumes to which he had access. He became especially interested 
in "Mrs. Marcet's Conversations on Chemistry," and instituted a series of 
experiments, which made it necessary to invent and manufacture apparatus 
for his own use. Electricity, as well as chemistry, commanded his attention, 
absorbing every leisure moment, taxing his brain constantly, and often 
"turning night into day." There is no doubt that he was a born philosopher, 
but his natural gifts would not have served him profitably without those 
early habits of thoughtfnl inquiry, industry, and indomitable purpose, that 
made his youth remarkable. 

These facts confirm the remark, "Youth is the springtime of life," the 
season of seed-sowing. "What shall the harvest be?" All that the most 
exacting could ask, if it be the real preparation for the possibilities of ma- 
ture life. — Selecteu. 

Questicns on the Lesson: 

Recite the second Article of Faith. 

If you do a wrong act how many people in your family are affected 
by it? 


Can yoti tell of some incident that happened in school that made even- 
pupil as well as the teacher uncomfortable and perhaps, unhappy? 

How do you feel if you have been guilty of doing wrong? 

If you are promoted at the close of the school year, how many people 
are happy in your success? 

If you desire promotion what must you do every school day? 

Why do we use the old saying, "The boy is father to the man." 

Have you ever seen or read of a man (or woman) whom you would 
like to grow like? 

What is the value of good companions? 

Give me some good reasons why you think that there are more oppor- 
tunities for boys and girls today than ever before in the history of the 

CThis question may be discussed by all the class and should include 
some of the wonderful inventions of science and manufacture, such as the 
telephone, telegraph, flying machines, wonderful possibilities of transpor- 
tation by sea and by land, the machinery which produces such wonderful 
results, etc.) 

How many of the men and women in responsible positions that you 
know about had any knowledge when they were boys and girls that they 
would be called to assume offices of trust for the people? 

How, then, were they ready when they were needed? 

Do you think it possible that some of the members of this class may be- 
come men and women of national reputation? 

How could you prepare yourselves for high positions in the Church? 



Aim — All men, if they work not as in the grtsit Taskmaster's eye, will 
work wrong, and work unhappily for. themselves and for you. — Carlyle. 

Review of Lesson Five. 

Development of Lesson Six: 

Talk about the second article to develop the thought that if the law 
means that we must bear the punishment for wrongs done or enjoy the re- 
ward of good deeds, we must try to understand what is right and what is 
wrong, so as to do the best we can each day. 

Story, "Dare to Do Right:" 

It requires more courage in the average youth to do right than to do 
wrong. Strange as it may seem, it is easier for both young and old to do 
the latter than the former. Hence it is that he or she who dares to do rights 
at all times and in all places stands forth prominently among the crowd. 
Only here and ther? one of this class is to be seen, and these few win golden 

This virtue is indispensable to a really successful career. There are so 
many opinions among men on both secular and moral questions, and so 
much opposition, even to the noblest action, that one must do and dare in 
order to be true to God and man. 

The enemies of God sought to remove Daniel out of their way. They 
believed in false gods, and not in the great God whom Daniel worshiped. 
But there were obstacles in their way; Daniel was in the Babylonian court, 
and had the confidences of Kin<T Darius. So they must outwit Darius to ac- 
complish their purpose, and they resorted to the following ruse: 

They proposed to him to issue a "royal statue that whosoever shall ask 
a petition of any God or man for thirty days, save of thee, O king, he shall 


be cast into the den of lions." They knew thiit Daniel wouW dare to defy 
the king^s decree, and worship the true God, and thus his death would be 
sure. The king yielded to the request, and the decree was issued. 

But Daniel did not mind the decree. It was right that he should wor- 
ship God, and so he continued to pray "three times a day." Now, their op- 
portunity to put Daniel out of the way had come, and they insisted that 
Darius should order him thrown into the den of lions. The result you know. 
Daniel did not shrink from the terrible ordeal. He dared to obey his con- 
science whether in or out of the den of lions. He came forth from the per- 
ilous situation, "and no manner of hurt was found upon him." 

When our forefathers declared themselves to be a free and independent 
nation, they knew that the brave step exposed them to death. The signers 
of the Declaration, which has won the admiration of the world, understood 
that if the Declaration were not maintained, each one of them would be hung 
for treason. But they believed fully in the right of independence and stood 
firm and steadfast, resolved to have liberty or die. We have a republic large 
and prosperous today because they dared to do right. 

A few years ago a farmer's sOn entered a New England college. He 
bad no money, so that h '. was obliged to work in order to pay his way. He 
was an expert wood sawyer, and he could pay his bills by hard labor at that 
business. H students in the college could not furnish him with wood enough 
to saw, he could obtain work about the town. "But students will make 
fun of you," suggested friends. "That will do me no injury," he replied. 
Terhaps the faculty will think less of you for engaging in such menial em- 
ployment," remarked another. "I will compel them to think well of me by 
the highest scholarship," he answered grandly. 

The author often saw him at his work. He dared all ridicule, and his 
sterling character shone brighter and brighter. Those who were inclined 
to make fun of his employment fell far behind him in the race for knowledge, 
so that they were forced to defer to his scholarship and worth in the end. 
Brave, aspiring, invincible young manl 

"Dare forsake what you deem wrong; 

Dare to walk in wisdom's way; 
Dare to give where gifts belong;. 

Dare God's precepts to obey. 

"Do what conscience says is right; 

Do what reason says is best; 
Do with all your mind and might; 

Do your duty and be blest." 

Questions on the Lesson: 

How old should you be to be baptized? 

Why are you baptized? (It is possible that the children will know very 
little about the ordinance of baptism; so it will be advisable to be prepared 
to make a brief explanation of the principle. The Articles of Faith and The 
Gospel will give you all the necessary information.) 

Before you were baptized you were not punished for wrong things you 
may have done, because you were too young to know exactly what was 
right or what was wrong. But now, how do you know when you are in the 

How did the Lord say Adam should earn his bread? 

When commandments were given to Adam who were expected to obey 

Do you earn your bread by the sweat of your brow? 
If not, why? 

How is your bread and all the necessary things you need supplied? 

Then somebody works for what you enjoy? 


What wQuld be the fairest thing for each of us to do about getting 
bread, etc.? 

If our parents are willing to provide our food, clothing, etc., what ought 
we to do for them? 

What does one of the Ten Commandments say about our parents? 


Resisting Temptation. 

Aim — Self-mastery is the essence of heroism. — Emerson. 

Review of Lesson Six: 

Develcpment of Lesson Seven: 

Help the class to understand that it is the overcoming of difficulties and 
temptations that make strong characters. That the Lord has made it possi- 
ble for each one to make themselves better by meeting and triumphing over 
any obstacle that comes in the way of doing right. 

The story of Abram in offering his son Isaac could be used to illustrate 
the aim of the lesson. It was the greatest sacrifice that could have been re- 
quired of Abram and the courage which he manifested in obeying the com- 
mand gave him strength for any other trial which might come. 

Story, "Self -Control:" 

Some one has said, "Self-control is only courage under another form;" 
but we think it is far more than that. It is the master of all the virtues, 
courage included. If it is not so, how can it so control them as to develop 
a pure and noble character? The self-control which we commend has its 
root in true self-respect. The wayward, drifting youth or man cannot re- 
spect himself. He knows that there is no decision of character in drifting 
with the current, no enterprise, spirit, or determination. He must look the 
world squarely in the face, and say, "I am a man," or he cannot respect him- 
self; and he must stem the current and row up stream to command his des- 

Self-control is at the root of all the virtues. Let a man yield to his im- 
pulses and passions, and from that moment he gives up his moral freedom. 
"Teach self-denial and make its practice pleasurable," says Walter Scott, 
"and you create for the world a destiny more sublime than ever issued 
from tlie brain of the wildest dreamer." 

This may seem to be a very strong statement, but it is fully sustained by 
the experience of great men like Dr. Cuyler, who said, not long ago, "I have 
been watching the careers of young men by the thousand in this busy city ol 
New York for over thirty years, and I find that the chief difference between 
the successful "and the unsuccessful lies in the single element of 'staying- 
power.' " 

Think of a man just starting out in life to conquer the world being at 
the mercy of his own appetites and passions! He cannot stand up and look 
the world in the face when he is the slave of what should be his own serv- 
ants. He cannot lead who is led. There is nothing which gives certainty 
and direction to the life of a man who is not his own master. If he has 
mastered all but one appetite, passion, or weakness, he is still a slave; it is 
the weakest point that measures the strength of character. 

It is the self-discipline of a man who had never looked upon war until 
he was forty, that enabled Oliver Cromwell to create an army which never 
fought without victory, yet which retired into the ranks of industry as soon 
as the government was established, each soldier being distinguished from 
his neighbors only by his superior 'diligence, sobriety, and regularity in the 
.lursuits^of peace. 

Many of the greatest characters in history illustrate this trait. Take, as 


a single instance, the case of the Duke of Wellington, whose career was 
marked by a persistent watchfulness over his irritable and explosive nature. 
How well he conquered himself, let the story of his deeds tell. The field of 
his victory, which was Napolon's overthrow, could not have been won but 
for tnis power of subduing himself. 

In ordinary life the application is the same. He who would lead must 
first command himself. The time of test is when everybody is excited or 
angry or disma3red; then the well-balanced mind comes to the front. To 
say, "No" in the face of glowing temptation is a part of this power. 

A very striking illustration is recorded in the life of Horace Greeley. 
Offended by a pungent article, a gentleman called at the Tribune office and 
inquired for the editor. He was shown into a little seven-by-nine sanctum, 
where Greeley s^at, with his little head close down to the paper, scribbling 
away at a rapid rate. The angry man began by asking if this was Mr. 
Greeley. "Yes, sir; what do you want?" said the editor, quickly, without 
once looking up from his paper. The irate visitor then began using his 
tongue, with no deference to the rules of propriety, good breeding, or rea- 
son. Meantime Mr. Greeley continued to write. Page after page was dashed 
off in the most impetuous style, with no change of features, and without 
paying the slightest attention to the visitor. Finally, after about twenty 
minutes of the most impassioned scolding ever poured out in an editor's 
office, the angry man became disgusted, and abruptly turned to walk out of 
the room. Then, for the first time, Mr. Greeley looked up, rose from his 
chair, and slapping the gentleman familiarly on his shoulder, in a pleasant 
tone of voice said: "Don't go, friend; sit down, sit down, and free your 
mind; it will do you good, you will feel better for it. Besides, it helps me 
to think what I am to write about. Don't go." 

Endurance is a much better test of character than any one act of hero- 
ism, however noble. It was many years of drudgery, and reading a thou- 
sand volumes, that enable George Eliot to get fifty thousand dollars for 
"Daniel Deronda." 

Edison, in describing his repeated efforts to make the phonograph re- 
produce a sibilant sound, says: "From eighteen to twenty hours a day for 
the last seven months I have worked on this single word 'specie.' I said 
unto the phonograph 'specia, specia, specia;' but the instrument responded, 
'pecia, pecia, pecia.' It was enough to drive one mad. But I held firm, and 
I have succeeded." 

Years of patient apprenticeship make a man a good mechanic. It takes 
longer to form the artisan. The trained intellect requires a longer period 
still. Henry Ward Beecher sent half a dozen articles to the publishers of a 
religious paper to pay for his subscription, but they were "respectfully de- 
clined." One of the leading magazines ridiculed Tennyson's first poems, and 
consigned the young poet to oblivion. Only one of Ralph Waldo Emerson's 
books had a remunerative sale. Washington Irving was nearly seventy years 
old before the income from his books paid the expenses of his household. 
Who does not see that if these men had lost their grip upon themselves, 
the world would have been deprived of many of its rarest literary treas- 

A great many rules have been given for securing and increasing: this 
trait. A large number rest on mere policy, and are good only for the sur- 
face: they do not go to the center. Others are too radical, and tear up the 
roots, leaving one without energy or ambition. The aim should be to keep 
the native force unabated, but to give it wiser guidance. 

There are two chief aims wh'ch, if held in view, will surely strengthen 
our self-control; one is attention to conscience, the other is a spirit of good- 
will. The lawless nature, not intending to live according to right, is al- 
ways brca.Jng over proper restraints, — is suspicious and quarrelsome. And 
he who has not the disposition to love his fellow-men, grows more and 
more petulant, disagreeable, and unfair. 


You must also learn to guard your weak point. For example: Have 
you a hot, passionate temper? If so, a moment's outbreak, like a rat-hole 
in a dam, may flood all the work of years. One angry word sometimes 
raises a storm that time itself cannot allay. A single angry word has lost 
many a friend. The man who would succeed in any great undertaking 
must hold all his faculties under perfect control; they must be disciplined 
and drilled, until they quickly and cheerfully obey the will. 

Questions on the Lesson: 

Let the members of the class give instances of conditions in their lives 
which have been difficult for them and with which they have had to strug- 
gle constantly. For instance: Dislike of school or some teacher or a 
particular study; desire to stay in bed in the morning; tendency to forget, 
to be unpunctual; to be thoughtless of others and redded about themselves, 

How do muscles grow strong? 

How do habits grow so firm that sometimes they cannot be over- 

Tell of some habits which you have noticed on others and which have 
KTOwn so strong that the doers of them actually are ignroant of what they 
are doing? 

Give a list of some good habits which contribute to your own and other 
people's comfort and happiness? 

What do you think about the sacrifice which Abram was asked to 

Was Abram a very important person among his people? 

Can you tell of any great person who did not have to pass through trials 
and temptations before they became great? the Person who had the greatest temptations and made the most 
wonderful of all sacrifices? 

Name some men and women who have given their services for the 
benefit of others? 


Natural Results. 

Aim — We should believe only in deeds; words go for nothing every- 
where. — Rojas. 

Review of Lessons, Five, Six and Seven. 

Development of Lesson Eight: 

In this lesson the children should be helped to understand that every 
act which we perform has some result 

Storjr, 'Through Thick and Thin:" 

When John Foster started out to recover a wasted fortune, a friend 
remarked: "He will go through thick and thin to accomplish his object" 
The friend knew how determined he was, and that he would press forward 
through the greatest difficulties for the prize; and this was what he meant 
by going 'through thick and thin." Having once put his hand to the plow, 
he would never look back. 

He accepted and reduced to practice the poet's motto, 

"There's no such word as fail." 

This is an indispensable quality in a world like ours. There are so many 
obstacles to be overcome, so much competition to be met, and so much ex- 


pected of achievers now that this virtue is found in the front rank. The 
times require it, and men respect it. Observers predict good things of it in 
the future, if it be coupled with moral principle. 

When the celebrated William Corbett was a boy, he obtained the con- 
sent of his father to become a sailor. So he proceeded to a neighboring sea- 
port for a "chance," but found none. He pressed on to another seaport, but 
was no more fortunate; and now his money was nearly exhausted; but he 
was not discouraged. He resolved to visit a third seaport. On the way, he 
met a gentleman in the coach, who advised him to return to his father. The 
boy's reply was: "No! come what will, I shall not return to be laughed at 
for being a faint-hearted fool. I left home to try a seafaring life, and I shall 
try it.** The real grit of the boy pleased the gentleman so much that he per- 
suaded him to accept the position of copying clerk temporarily. In this way 
he tided him over a perilous crisis; and, finally, William Corbett became one 
of the best scholars and most remarkable men of his time. 

This is a capital quality for the school room. It will not cower before 
"difficult problems," "hard lessons," or even "long lessons." These are the 
•*lions in the way" to many pupils, and they shrink from an encounter. They 
come up squarely to a "hard lesson," and there stop. Their hearts fail them 
m the outset. Iney give way beaten without trying to conquer; and that is 
the height of folly. Poor, weak, irresolute souls, that falter for the want of 
that timely, useful quality that knows no such word as fail. 

But for men and women who will go "througn thick and thin" to carry 
their purpose, our country would not hav€ been much of a country today. 
There would have been no steamers on its rivers and lakes, no network of 
railways over its vast domain, no telegraph to its remotest hamlet, no Atlan- 
tic cable, and none of those great enterprises that have developed our re- 
sources and made the nation what it is. The indomitable spirit of the Pul- 
tons, Ameses, Morses, and Fields have supplemented all the other indispens- 
able agencies to achieve wonders. 

Cyrus W. Field was a poor boy in A. T. Stewart's store. New York, at 
fifteen years of age, a thoughtful, steady, bright, ambitious lad. His friends 
selected this place because he would be drilled in accuracy, punctuality, and 
uprightness; and, for the same reason, he preferred it. In six years he went 
into businss for himself; and in thirteen years more he was a rich man. He 
met with many obstacles, but he surmounted them. Difficulties that would 
dishearten others had no effect upon him, except to rally his powers to 
greater efforts. He looked at an obstacle as something to be overcome, and 
.not as a "lion" or bugbear. In this way his purpose became invincible; and 
this proved to be just the preparation he needed for the most remarkable 
achievement of his life^ — laying of the Atlantic cable. 

When Mr. Field first made oublic his scheme to lay a telegraphic cable 
under the Atlantic Ocean, he was laughed at by many people. It seemed to 
them a visionary project, scarcely worth a moment's attention. But laughter 
and ridicule did not scare or discourage him. He saw by faith the signal 
blessing of an Atlantic cable to the world a few years ahead; and be re- 
solved to convert the idea into a fact. It was a Herculean task, but all his 
energies were bent to accomplish it. 

At lenth he succeeded in organizing a syndicate among his friends, that 
the millions the cable would cost provided. The stupendous work 
was undertaken, the cable was manufactured, and all the preparations con- 
summated for laying the mammoth wire. The first attempt failed; the cable 
parted in mid-ocean. Again the trial of laying it was made; the second time 
the cable broke. 

"It never can be done," members of the syndicate said. "It is only 
wasting money, some of his nearest friends said to him privately. But he 
did not heed their counsel, for the idea of the cable had taken possession of 
him. Again tne attempt was made to lay it, and again it parted far out in 
the sea. Now, opposition to further procedure by members of the syndi- 



catc became general. Only a single member of the company stood with Mr. 
Field in his determination to nush the project to success. 

On he went, and the fourth attempt to lay the ckble was successful, and 
his wisdom and genius were vindicated before the world. "What hath God 
wrought?" was the first message telegraphed under the sea. All nations re- 
joiced in the glorious consummation of a work that seemed to so many im- 

The enterprise would have proved a failure but for Mr. Field's deter- 
mination to go "tnrough thick and thin" to make it a success. Had he pos- 
sessed no more of this element than most of his interested friends, the cable 
would have turned out a rope of sand. A short time before his death, Mr. 
Field wrote: 

In looking back over those eventful years, I wonder how we had the 
courage to carry it through in the face of so many defeats, and of almost 
universal unbelief. A hundred times I reproached myself for persisting in 
what seemed beyond the power of man. And again there came a feeling 
that, having begun, I could not then turn back; at any cost I must see it 

George Borrow said, "A determination to conquer all difficulties will 
invariably make a man of the veriest dolt." 

Questions on the Lesson: 

What parts of your body do you move? 

why ao you move them? 

If you stopped breathing whAt would happen? 

If yoii did not exercise your limbs what would be the result? 

Think about a whole day, how many things do you do between one 
morning and the next. 

Can you think of any one thing that you do that does not make some 
change in you? 

Do you thinjc that today you are different from what you were yester- 
day? How? (This answer should include growth in a physical and mental 
way, also a growth in moral and spiritual life. Considerable time could be 
given to a discussion of this question to help the class to see clearly that 
every act, no matter how slight, has a result for good or ill on the char- 

Why has the poor boy or girl who must struggle to gain an education 
the better chance to become strong and valuable than the boy or girl who 
has everything done for him or her? 

Name some people that you know about who have overcome difficulties 
and become great in spite of many trials? 

What special advantages did the greatest Man have to become the 
Savior of the world? 

What assistance did He receive from His heavenly Father? (Illustrate 
this question by relating the incident in the garden of Gethesemane where 
the Savior said, **Not my will, but Thine be done.") 


The CHILDREN'S Friend 


Vol. IX. FEBRUARY, 1910. No. 2. 



It was a bright spring morning in 1791, and the sun shone as 
bright over the Brandon plantation as it did in the country town of 
Salisbury. Yet little Miss Betsy Brandon, sitting lonely and discon- 
solate on the piazza of the g^eat plantation house, did not think of the 
sunshine, did not notice the gay tulips nodding good morning, did not 
listen to the merry songs of the birds, for her thoughts were in Salis- 
bury, and she longed to be there. 

For not more than an hour ago all the family had driven to the 
town to see General Washington, who was to be received there with 
great honor, and with as handsome a demonstration as the brave, pa- 
triotic foUc of the town and. country could make for him. 

It was a wonderful thing, this southern tour of the general — now 
President of the United States. He had traveled in his family car- 
riage all the way down from Virginia, through the Carolinas and 
Georgia, near the coast to Savannah, and was now returning through 
the "upcouritry," stopping at Augusta, Camden, Charlotte, and other 
towns. All along the route people united to do him honor, and war- 
worn veterans who had followed his standard, pressed near to gjasp 
his hand. 

And now that he was coming to Salisbury, such grand things were 
to be done ! Captain John Baird, in command of the "Rowan Light 
Horse Company," had gone to meet him at Charlotte and escort him 
to Salisbury. A company of boys — one of whom was Betsy's brother 
— ^were to meet him half a mile from town and march as his escort with 
the men. And the boys were to be in uniform and were to wear buck- 
tails in their hats. And Betsy's sister was to be one of the little girls, 
all dressed in white, to scatter flowers before the general when he en- 
tered the town. Oh, it would all be beautiful ! Yet Betsy must stay at 

Was it not a little hard? And was it altogether strange that 
twelve-year-old Betsy, in spite of the self-control taught by the strict 
old-time discipline, must, from time to time, wipe away the gathering 

Yet, not everyone had gone to Salisbury, for, after awhile, Betsy 
was surprised to see two gentlemen riding up the avenue. On reach- 


ing the house they dismounted, and one — a gentleman ot very g^nd 
and handsome appearance — bowed low to the little maid, and asked if 
she would be kind enough to give breakfast to two tired wayfarers. 

Betsy courtesied, in a pretty, old fashion, and said that, as all the 
j^rown people had gone to town to see General Washington, she was 
afraid the breakfast might not be very nice, but she would have some- 
thing ready in a little while, and would they please be seated on the 

"I am a plain old man,'' said the gentleman who had spoken, "anil 
r»nly want a cup of milk and piece of combread." The "plain old 
man'* was ver>' dignified and courteous, and there was something in hi^ 
l)earing so noble that somehow his little hostess felt that here was a 
man fit to stand with the greatest. "I promise you," he continued. 
**that you shall see General Washington before any of your people- 

How that might be Betsy did not know, nor did she question. For 
there was something about this unexpected guest that won her trust 
from the beginning. So she hurried away to the kitchen to interview 
old Dinah. Then, while Dinah was making ready the hoecake, and 
Cinda was setting the table, Betsy herself ran down the hill to the 
springhouse for the milk and butter. In a little while the simple re- 
past was ready, and the guests were bidden to partake of it. 

Betsy was pleased, as any hostess would have been, to see how 
the breakfast was enjoyed. Encouraged by the kindness of the gentle- 
man who had promised that she should see General Washington, she 
talked freely of the great doings in town that day. There was to be a 
grand reception in the aftemoon, and a ball at night. Her mother ha(^ 
the most beautiful gown for the ball, and no doubt all the other ladies 
had beautiful gowns. But her father would wear his old uniform. 
And then she told of how her father honored and loved General Wash- 
ington, and of how he said that he was the greatest man and the best 
in all the world. 

But now the guests rose, and he who had asked for the breakfast 
thanked Betsy for it. "The milk you gave me," he said, "is the best I 
have drunk for many a day, and the hoecake is delicious. I thank you 
for your kindness. I must now bid you farewell, and go on my jour 

"Farewell, sir," said Betsy, courtesying. "But when — for now 
the question would come — "when do I see General Washington?" 

She raised her eager eyes to meet those of the stranger who had 
given her the promise. With a kind smile he answered simply, "I ani 
General Washington." 

Like other wonderful things, it had all come about very naturally. 
The general was fatigued by his journey, and knowing that he wouW 
have little opportunity of rest during the day, left his party for awhile, 
and, with one attendant, rode on horseback to the Brandon house for 
some refreshment before going on to Salisbury, six miles farther. And 


50 it came to pass that the htle girl in the North Carohna farmhouse 
not only saw the great man, but entertained him at l)reakfast. — Caro- 
line Mays Brevard, in St, Xicholas. 


It was Saturday, and St. Valentine's Day. Margery was too hap- 
py to mind the cold as she skipped along, thinking of the package of 
valentines that she had just put into the post office, and of how pleased 
iier friends would be to get them. 

As she reached her own gate she saw Mr. Day, old and lame, 
creeping along the icy sidewalk. He did not know that it was Val- 
entine's Day. He only knew that it was cold, and hard for him to 
walk. All at once his cane slipped and he nearly fell, at which a shout 
of laughter went up from the group of boys playing, near by, with their 

"You rude young rascals!'' he cried as he hobbled away; but the 
boys only laughed again and one of them said : "Old crosspatch ! Let 
us send him a velentine !'' 

"Yes, we will !*' said the others, and away they raced to the nearest 
store. The valentine that they bought had on it the picture of a dread- 
ful-looking old man, and verses that were worse than the picture. Hur- 
rying back, they pinned it on the door of his tiny, shabby house, and 
then ran down to the corner to watch for him to come back. 

Kind-hearted Margery had seen and heard it all, and greatly trou- 
bled, ran in to ask her mother what to do about it. Her mother was 
just a nice, big, grown-up little girl, and after thinking a minute she 
said: "Perhaps we can play a joke on the boys, and put a kind valen- 
tine in place of the unkind one. We haven't time to buy one. so we'll 
have to make one." 

They cut a heart out of white paper. On one side Margery pasted 
one of her Sabbath-school cards, which was all, that, in her hurry, she 
could find, and on the other side mother wrote, "St. Valentine's Greet- 
ing." There were fresh cookies just out of the oven, and some of these 
A ere put into a paper sack to send, too. 

Awey flew Margery, and while the boys were still out of sight, she 
quickly unpinned tlie ugly valentine, and put hers in its place. Then 
she hung the bag of cookies on the door knob, and in another minute 
was back in her own house again. 

When the tired old man reached his door, he looked greatly sur- 
pri.<;ed to find a letter there. It was hard for his cold, stiff fingers to 
get it out of the envelope. Kit when he did, his face fairly shone, and in 
his eyes were two big tCdi's, but not sorry tears. It was only a little, 
homemade valentine, but it told him that some child loved him. 

The boys who were watching slipped away, very glad that some 
one had undone their mischief, and made the old man happy, instead. 
--i^ouise M. Oglevee. 



Washington began to be a soldier in his boyhood. During the 
British campaign against the West Indies, Lawrence Washington, 
George's half-brother, made the acquaintance of a Dutchman, named 
Jacob von Braam, who afterwards came to Virginia. These young men 
were g^eat heroes to the ten-year-old George. Von Braam took the lad 
in hand and began his military education. He drilled him in the man- 
ual of arms and sword exercise, and taught him fortification and en- 
gineering. All the theory of the war which Washington knew was 
gained from von Braam ; the practice he was soon to gain in the field. 

Many stories are told which show Washington's athletic skill. 
During the surveying expedition he first visited the Natural Bridge in 
Virginia. Standing almost directly under it he tossed a stone on top, 
a distance of nearly five hundred feet. He scaled the rocks and car- 
ried his name far above all others. He was said to be the only man 
who could throw a stone across the Potomac River. Washington was 
never more at home than when in the saddle. "The general is a very 
bold and excellent horseman," wrote a contemporary, ''leaping the high- 
est fences and going extremely quick, without standing on his stir- 
rups, bearing on his bridle, or letting his horse run wild." 

Punctuality was one of Washington's strong points. When com- 
pany was invited to dinner he made an allowance of only five minutes 
for variation in watches. If the guests came late he would say : "We 
are too punctual for you. I have a cook who does not ask if the com- 
pany has come, but if the hour has come." 

A letter to his sister, Betty, shows his businesslike manner: 

"If your son, Howell is with you and not usefully employed in 
your own affairs and should incline to spend a few months with me in 
my office as a writer (if he is fit for it), I will allow him the wage of 
three hundred a year, provided he is diligent in discharging the duties 
of it from breakfast till dinner time. I am particular in declaring be- 
forehand what I require, so that there may be no disappointment or 
false expectations on either side." 

Stuart, the portrait painter, once said to General Lee that Washing- 
ton had a tremendous temper, but that he had it under wonderful con- 
trol. While dining with the Washingtons General Lee repeated the 
first part of Stuart's remark. Mrs. Washington flushed, and said that 
Mr. Stuart took a great deal upon himself. Then General Lee said 
that Mr. Stuart had added that the president had his temper under 
wonderful control. Washington seemed to be thinking for a moment, 
then he smiled and said, "Mr. Stuart is right." 

At one time, as Washington entered a shop in New York, a Scotch 
nursemaid followed him, carrying her infant charge. "Please, sir, 
here's a bairn that was named after you." 

"What is his name ?" asked the president. 


"Washington Irving, sir." 

Washington put his hand on the child's head and gave him a bless- 
ing, little thinking that "the bairn" would write, as a labor of love, a 
life of Washington. 

While at his Newburgh headquarters the general was approached 
by Aaron Burr, who stealthily crept up as he was writing and looked 
over his shoulder. Although Washington had not heard the footfall, 
he saw the shadow in the mirror. He looked up, and said only, "Mr. 
Burr !" but the tone was enough to make Burr quail and beat a hasty 

A man, who, well for himself, is nameless, made a wager with 
some friends, that he could approach Washington familiarly. The pres- 
ident was walking up Chestnut Street, in Philadelphia, when the would- 
be wag, in full view of his companions, slapped him on the back and 
said, "Well, old fellow, how are you this morning?" Washington looked 
at him, and in a freezing tone asked, "Sir, what have I ever said or 
done which induces you to treat me in this manner?" 

Any collections of anecdotes about Washington is sure to refer to 
his extreme modesty. Upon one occasion, when the speaker of the As- 
sembly returned thanks in glowing terms to Colonel Washington for his 
services, he rose to express his acknowledgments, but he was so em- 
barrassed that he could not articulate a word. "Sit down, Mr. Wash- 
ington," said the speaker, "your modesty equals your valor, and that 
sui passes the power of any language which I possess." 

When Adams suggested that Congress should appoint a general, 
and hinted plainly at Washington, who happened to sit near the door, 
the latter rose "and, with bis usual modesty, darted into the library 

Washington's favorite quotation was Addison's " 'Tis not in mor- 
tals to command success," but he frequently quoted Shakespeare. 

After Cornwallis's surrender at Yorktown, Washington said to his 
army : "My brave fellows, let no sensation of satisfaction for the tri- 
umphs you have gained induce you to insult your fallen enemy. Let no 
shouting, no clamorous huzzaing increase their mortification. It is 
sufficient for us that we witness their humiliation. Posterity will huzza 

for us." 

In these beautiful traits of character shown in these various anec- 
dotes we have a clue to Washington's marvelous success as a man, a 
soldier, and a president. 


If all the bashful boys and girls that grow, 
Who sit alone, and think, "But I don't count!" 

Would watch, instead, for kindnesses to show, 

How high the world's rich store of love would mount. 

And bring it sudden gladness, bright and new! 

Yet — some one must begin the work. Will you? 

— Aldis Dunbar. 



What is the origin of St. Valentine's Day? Nobody knows for 
a certainty. The custom of sending little billets or "valentines" on the 
fourteenth of February is not mentioned among the legends of the 
saints as recorded in the Acta Sanctorum, or Deeds of the Saints. 

Mr. Douce suggests, in his Illustration of Shakespeare, that the 
custom may have descended to us from the ancient Romans, who, dur- 
ing the celebration of the Lupercalia, which took place in February, 
were wont to "put the names of young w omen into a box, from which 
they were drawn by the men as chance directed/' 

It has always been a difficult matter to rid people of pagan rites 
and practices. It is supposed that the Christian clergy, finding it im- 
possible to suppress the old heathen Lupercalia, strove to give it at least 
a religious aspect by using the names of saints on the slips of paper. 
Even today, in the Roman Catholic church, it is a usage, widely ex- 
tended to select, either on St. Valentine's Day or some other, a patron 
saint for the year, who is termed a valentine. 

However, other authorities think the custom of choosing valen- 
tines is probably a relic of that nature-religion which has been the 
primitive form of religion .the world over. On this day the birds 
choose their nests, according to tradition, llcnce came the custom of 
young men and maidens choosing valentines or special loving friends on 
the same day. 

At one time St. Xalcntine's Day was widely observed in England 
and Scotland, as well as in some parts of r>ance. In the evening, the 
young folks would gather together, and write on little slips of paper 
the names of the maids and bachelors of their acquaintance. These 
would be thrown into boxes, and then drawn out, one by one, like a 
lottery. The person whose name was drawn became one's valentine 
for the year. Besides becoming someone's else valentine, each person, 
of course, drew another valentine for himself or herself. T^or a whole 
vear a bachelor remained bound to the service of his valentine, verv 
much as a knight of old romance was the squire of his lady-love. 

At one time it was customary for both men and maidens to give one 
.mother presents, but later only the young men gave the gifts. Dur- 
ing the fifteenth century this custom was very popular among the up- 
per classes, as well as at many European courts. 

In our own day the custom of sending valentines has largely fallen 
into disuse among grownup people. lUit our ])oys and girls still cling to 
it. No names are drawn now — at any rate, not in a lottery — but each is 
privileged to pick out his valentine, and to send her a lithographed and 
embossed card, inscribed with some pretty and appropriate sentiment, 
generally in rhyme. 

Let us hope that the fourteenth of February will always remain 
a red-letter day on the calendar. The times are growing matter-of- 
fact and prosaic. We need to be reminded, now and then, that there 


is a world of affection and feeling as well as a world of ambition and 

Every boy should be a noble young knight in the lists of courtesy 
and kind deeds. Choose, then, not one valentine, but many, and be a 
c:entle friend and defender of all ! 



This story of Lincoln's loving kindness to animals is not new, but 
it is not well known in this form, in which it was related by his boy- 
hood friend, J. R. Speed: 

"Six Gentlemen — Herndon, Lincoln, Baker, Hardin, and one oth- 
er whose name I do not now recall, were riding along a country road. 
We were strung along the road two and two together. Wc were pass- 
ing^ through a thicket of wild plum and apple trees. A violent wind 
^torm had just occurred. 

Lincoln and Hardin were behind. There were two young birds 
1 y the roadside too young to fly. They had been blown from the nest 
l>y the storm. The old bird was fluttering about and w'ailing as a 
mother ever does for her babies. 

"Lincoln stopped, hitched his horse, caught his birds, hunted the 
nest, and placed them in it. The rest of us rode on to a creek, and while 
our horses were drinking, Hardin rode up. *\Vhere is Lincoln ?* asked 
'>ne. *Oh when I saw him last he had two little birds in his hands hunt- 
ing for their nest.' In an hour, perhaps, he came. They laughed at 
him. He said with much emphasis : "Gentlemen, you may laugh, but 
I could not have slept well tonight if I had not saver! those birds. 
Their cries would have rung in my ears.' 



Few people take the trouble to think about the boy who is leaving 
childhood behind him, but he requires as much care as his sister of 
the same stage. People say he is clumsy and awkward, that his feet 
and hands are all out of proportion, and they quite ignore the fact that 
this "ugly duckling" will very probably develop into the "swan" of so- 
ciety. The growing boy is exceedingly sensitive, though you may not 
think it, and to be ridiculed for his changing voice or roughly reproved 
for his unintentional awkwardness is almost agony to him. Praise and 
encouragement will bring out the best that is in him. No lad with 
conscientious instincts would dream of doing a mean action, no matter 
how much his playmates may try to goad him on, but nagging and 
"scolding" parents will do a great deal to hurt his pride and crush his 
spirits. If his conduct merits reproof administer a quiet word or two 
in private and then let the matter drop. He will see and understand 
that you trust him and will try to live up to your standard. — Selected. 


We shall do so much in the years to come. 

But what have we done today? 
We shall give our gold in a princely sum, 

But what did we give today? 
We shall lift the heart and dry the tear, 
We shall plant a hope in the place of fear, 
We shall speak the words of. love and cheer; 

But what did we speak today? 

We shall be so kind in the after while, 

But what have we been today? 
We shall bring to each lonely life a smile. 

But what have we brought today? 
We shall give to truth a grander birth. 
And to steadfast faith a deeper worth, 
We shall feed the hungering souls on earth; 

But whom have we fed today? 

We shall reap such joys in the by and by, 

But what have we sown today? 
We shall build us mansions in the sky. 

But what have we built today? 
'Tis sweet in idle dreams to bask. 
But here and now do we our task? 
Yes, this is the thing our souls must ask, 

"What have we done today?" 

— Nixon Waterman. 


First of all, I should study self-control — the. control of body, of 
speech of temper; a power best learned in youth, before the current 
of habit has deepened the channel of self-will and impetuosity that seems 
to be cut in every human heart. 

If I were a girl again I should be more careful about my con- 
versation. I should beware of slang and gossip, and a tendency to 
drop into silence. I should avoid sarcasm like the plague, remember- 
ing that the person who uses it shows her sense of her own inferiority. 

I should practice the art of such gay repartee as is free from satire 
and unkindness, learning to tell a story well, and to dwell upon what is 
kindly and happy. I should be more ready to express my apprecia- 
tion and thanks for services rendered, be quicker with my praise, and 
tardier with my criticism. 

These things I should do if I were a girl again. — The Herald. 



Betsy looked disconsolate as she loosened the fluffy brown muf- 
fins from their rings and piled them on a plate. 

"That's one thing you can do, girlie," said mother, smiling ap- 
proval at the golden pile. "I don't mean the only thing," she added, 
as she noticed Betsy's expression, *'but it's one of the many little things 
you do better than anyone else." 

Bob held much the same opinion of Betsy's genius, as she passed 
through the kitchen a little later. "Muffins for mine, sister," he said, 
laughing, as he made the pile smaller by two. "No one can touch 
our Bet when the bill says muffins." 

But with all this lavish praise, there was a frown on Betsy's pretty 
forehead, as she put the muffins away in the pantry. 

"I'll admit I can make muffins, but that's not much of a distinc- 
tion. There are so many things — big things — I can't do. I can see the 
brilliant career I might have — *Betsy Baker — Muffin Maker.' I imagine 
the gleam of my star would be rather dim in the presence of some 
other stellar lights I know of. For instance: Francis Baker, nov- 
elist; Joan Baker, Musician.' Yes, they'd soon put my light out al- 
together. But that's what it is to be just commonplace and have a lot 
of clever sisters. I'm going out to talk it over with Gran, and impress 
on her what a common, ordinary, everyday variety of a girl she has 
for a granddaughter." 

But the smile that brightened the sweet old face, when Betsy threw 
herself into the hammock on the veranda, showed she held a different 
view from her pretty, vivacious granddaughter. 

"I know. Gran, you love that knitting just as much as you love 
everything else you do, but just stop and listen to me for not more than 
f\yt minutes. I can do one thing well — muffins. Bob says, and there 
are a thousand things I can't do. I can't sing, I can't play, I can't 
write, I can't do anything that attracts or fascinates other people. I'm 
just commonplace, from beginning to end, and I don't see any help for 
it. What would you do?" 

Grandmother had taken up her knitting again, and she smiled, 
as the needles clicked in and out. 

"You're a tremendously lucky girl, Betsy Baker, to be able to do 
one thing well, in these days of keen competition," she began, look- 
ing over at the pretty picture in the hammock. 

"Some wiser person than I once said, *If you do one thing better 
than anyone else, if it be only the making of a mousetrap, the world 
is sure to tread a pathway to your door.' And even leaving muffins 
out of the question, there's a certain sweet little girl that can do a 
great many other things just a little bit better than anyone else I know 
of. They may not be big things, but they're the kind of things that 
count, even to the world. It's the history of kind words, kind looks. 


and glad hearts that have made this world such a gloriously happy 
place for so many of us. And you've got a large share of them ali, 
dearie. But, there! IVe given away a secret IVe had for a long 
while. But I think — " and she smiled more sweetly, "it was the right 
time to tell it." 

"YouVe right, as usual, Gran," said Bob, with much of the usual 
miscliief gone from his sunburned face, as he came stealthily round 
the corner of the veranda. "I suppose that wasn't meant for me— 
but you'll forgive me listening Bet ; I couldn't help it, it was so good 
to hear someone throwing bouquets where they belong. Muffins aren't 
the only drawing card Betsy has — not by a long way. Fran's giddy 
two-steps, and Jean's weird tales, aren't in it with some of the things 
only Betsy can do. Fm not saying what, but they count. 

''And here, Betsy's, the first installment for that pathway to your 
door Gran was speaking of. You'll need to begin on it right away, and 
make a good foundation for the footballs of the world to travel. Here 
goes, for the future shrine worshipers, with my blessings," and Boh 
mischievously threw a small stone after Betsy as she disappeared into 
the house. 

As her busy feet flew back and forth from pantry to kitchen in 
the preparation for tea, her curly head was full of happy thoughts. 
The frown had gone, only smiles remained. 

It was of the "other things" that Gran had spoken that Bets} 
was thinking, as she made up her mind, as she patted the puffy muffins, 
that she would use the cowmon gifts that had been given her to make 
her life something other than com w/o«-place. — Margaret Fairlee. 


The custom of sending comic valentines is comparatively new. 
May it perish at once! The so-called comic valentines are never funny. 
They are coarse, they are cruel, they are unkind. They do not spring 
from a loving thought, but from a feeling of ill-will and dislike. They 
stand for hate and revenge, not for love and forgiveness. They are a 
disgrace to a Christian land, bad in art and worse in morals. 

Boys, if you ever feel tempted to send one of these, stop and think 
and you won't do it. "^'ou'll send a valentine that's worthy of the day, 
not a gross and insulting caricature to misrepresent the gentle saint 
whom the dav commemorates. 





One day when I, a boy, bewailed the wealth to mc denied. 

I recollect my Uncle Hiram taking me aside 

To chide me for my petulance and whisper in my car 

A bit of homespun logic and some facts designed to cheer. 

"My boy," he said, "in after years you'll recognize that strife, 

Unceasing toil and poverty equip one best for life; 

For men, like tools, don't get an edge on things as smooth as wa.x, 

It's just the grindstone's roughness, lad, that sharpens up the axe. 

" 'Twas Lincoln's task of splitting rails, his buffeting by fate 
In early life, that made him fit to steer the ship of state. 
A tow-path life proved Garfield's steel; a tan-yard's pleasure scant 
.Vnd weary round of work brought out the best there was in Grant. 
If each had held within his mouth, when born, a silver spoon, 
.Vnd had not been so ground by fate the whole ot life's forenoon. 
Their brains that keenness would have lacked to probe prosaic facts — 
It's just the grindstone' roughness, lad, that sharpens up the axe. 


"If things went always smooth with you," my Uncle Hiram vowed, 
"You'd go through life unknown and undistinguished from the crowd, 
More apt than not; while rasping want 'and grinding work.I'vc found, 
Will sharpen wits that steps may cleave to fortune's higher ground. 
The wearing stones of fate that seem your progress to retard 
You'll some day bless, and thank the world for bearing down so hard. 
The grit that puts an edge on is just wh'at success exacts — 
It's just the grindstone's roughness, lad, that sharpens up the axe!" 

— Ray Farrell Greene, in Success. 


IJttle boys who expect to be kings and emperors wlicn they i4rovv 
up have a hard time of it. Many other children who think that they 
have to study hard would deem their lot an easy one if they knew what 
little princes have to go through in order to be prepared to take their 
places in the world when they grow up. 

First of all, they have to learn many languages, at least four or 
five, and this before they are six years old, for they must be able to 
converse in the tongue of the guests who come to their court, iK)t only 
with kings and princes, but also with ambassadors and foreijirn min- 
isters and commanders of foreign vessels. 

Besides, they must learn a lot of history — the history of their own , 
land and that of foreign lands. And they must know why wars arc 


fought, and how they can be avoided; and, as they may be going to 
make history themselves, they must surely know as perfectly as pos- 
sible how it is made. They must, of course, know what laws are for, 
and whether these laws are good or bad. 

But studying is not the hardest thing for a little prince. He is not 
allowed to be naughty like other children, because whatever he does 
is of so much more importance ; and sometimes this is pretty hard. 

The present King of Italy found this out when he was still very 
little — then they used to call him the Prince of Naples. The queen used 
to let other little boys come and play with him, and, of course, he liked 
to have his own way just as does any little boy. His mother did not 
like this at aM. She wanted him to be more polite than any of the 
other children, and to give up readily, and she never, never wanted 
the other boys to yield to him merely because he was the Prince Royal. 
And this meant that he could never insist upon having his own way at 
all, unless the other boys let him have it of their own accord. 

One day the Prince of Naples got into a real quarrel with one 
of the little playmates. The other boy said he did not think it was 
fair for him to insist upon having his own way, and it made no dif- 
ference who he was, because the queen wanted them to play fair. 

Then the Prince of Naples got just as angry as a little American 
boy might get when playing with the boys in his "crowd," and he said : 

"I don't care ! You have your own way now, but when Fm grown 
up and get to be king FU have your head cut off." 

Of course, there was always some grown-up person around when 
the children played, to se^ that they kept out of harm, for if anything 
had happened to the Prince Royal it would have been a terrible thing. 
The prince's governor was present ; he overheard this remark, and re- 
peated it to King Humbert and Queen Margaret. . 

Then the king and the queen sent for the Prince of Naples, and 
they talked to him very seriously. They told him that he should never, 
never, never dare to say such a thing again, and that he should not im- 
agine that when he was grown he could cut people's heads off if they 
did not do as he liked. But this was not enough. They kept him three 
days on bread and water in a dark room, and told him to think it over, 
and also to make up his mind firmly that he would never, never, never 
think or say such a thing again. 

Now this is the story as they used to tell it to me when I was a 
child in Italy, and I suppose when American children hear about it they 
think so, too. Of course, the reason royal children have to be so very 
careful in their behavior is that everyone knows what they do, and if 
they are naughty and impolite it reflects upon the whole nation. All 
children should remember that it reflects upon their nation, too, if they 
are rude and ignorant, even if everyone does not know about it. For 
all of us, little and big, can contribute to the building up of the repu- 
tation of a nation. — List Cipriani, in Children's Magazine. 


Gather photographs of a number of the members. In some way 
cover the head so that only the hands, body, and feet show. Or cover 
the face and body, leaving only the hands, feet, and forehead to be 
seen. Fasten the photographs on the wall, and number each one. Send 
people along the line of pictures, with a request that they write down 
their identifications. It will be great fun to see to whom different hands 
and feet are fitted. Sometimes they will be so characteristic that folk 
will at once identify them. 


Another plan by which proverbs can be guessed : Send six people 
out of the room. They will select a proverb with six words and, com- 
ing back, each one of the group will shout out his particular word at 
the same time. It will be so confusing that it will be exceedingly diffi- 
cult to pick out the sound of each word and so recognize the proverb. 
The whole company may be divided into several groups of six or eight, 
and then assemble together again, each group in turn shouting its pro- 
verb in this way, and all the rest trying to guess what it is. It will be 
interesting to see which group succeeds in hiding its proverb the longest. 
It will be better to form these groups by distributing numbers so that 
people not acquainted will be brought together. The informality of 
shouting, and the common interest aroused in the effort to excel, will 
melt all chilling reserve and make common fellowship possible. 


The children were kept in by a heavy rain and had tried all the 
games until they were tired. 

"I wish we had something new," said Mary; "all these games are 
as slow as going to sleep." 

"I'll tell you," exclaimed Elizabeth; "we will play hospital " 

"Whatever is that ?" questioned Mary. 

"I play it often. Whenever I get kept in this way I fix up my ex- 
press, put my broken dolls in different places, and play that Fm called- 
up for an emergency case; so I dash on, bring in my case and patch 
up one patient and put her in a clean cot. Brother is the surgeon, so 
we pass an hour in no time." 

"Oh, that's good !" exclaimed Mary. 

"Come play it now. I'll be a nurse." 


The dolls' beds were arranged, the express fitted and everything 
in apple pie order, when a hurry call came in for an ambulance. 

Away it rattled, returning with an unlucky Chinaman, who had 
lost both legs and a part of his body, but was still able to roll. his eyes. 

"This is a serious case," said the surgeon, scanning the Oriental 
with professional eyes. "Cut away the clothing from the wounded 

The nurse was so excited that she could scarcely perform her duties. 

The surgeon performed miracles. The Chinaman was put in a 
clean dress, placed on a cot and watched closely. "He will be all right/' 
said the surgeon, "in about an hour." 

"The next call brought in a wretched wreck of a colored woman, 
who had not half of her paste head. 

"This won't go," said the surgeon. "Throw her in the attic. She 
wouldn't look well in a cot." 

Before the supper bell rang, the children awoke to the fact that the 
afternoon was nearly over, the dolls were neatly mended and dressed, 
and, best of all, they had not noticed the rain nor missed the outdoor 
sports of other and brighter days. — Selected. 


The following competition required a still livelier working of wits, 
although in itself extremely easy to prepare for. Here the contestants 
were asked to draw up their chairs forming a circle under the chande- 

When all were seated the hostess produced twelve ordinary postal 
cards, each of which had a word written upon it. There was nothing 
in the least mysterious about these words. They were unpretentious 
English ones to be found in any self-respecting dictionary. 

The mistress of ceremonies explained that the words on the cards, 
if properly arranged, would form a sentence. The sentence was, how- 
ever, very much jumbled at present. 

At a given signal she would begin passing the cards around the line. 
Each person would be allowed to retain the card just long enough to 
read the word written upon it, after which he or she must immediately 
pass it on to the left hand neighbor; this neighbor passing it rapidly 
on to another and so forth. 

The cards were circulated twice around the group. At the end of 
that time they were gathered up and removed by the hostess. 

Pencils and paper being again furnished the players were requested 
to reconstruct a sentence from the words on the cards, which could be 
■ learned only by having recourse to one's memory. 

The phrase on the cards was as follows : 


It was guessed by two members of the party who at once drew for 
. the prize. This took the form of a pretty satin sachet fashioned to rep- 
resent a postal card. 




A pair of very chubby legs 

Incased in scarlet hose, 
A pair of little stubby boots 

With rather doubtful toes, 
A little kilt, a little coat, 

Cut as a mother can — 
And, lo, before us stands in state 

The future's "coming man." 

His eyes perchance will read the stars 

And search their unknown ways; 
Perchance the human heart and soul 

Will open to their gaze; 
Perchange their keen and flashing glance 

Will be a nation's light — 
Those eyes that now are wistful bent 

On some "big fellow's" kite. 

Those hands — those little, busy hands. 

So sticky, small and brown; 
Those hands whose only mission seems 

To pull all order down — 
Who knows what hidden strength may be 

Concealed within their grasp, 
Though now 'tis but a taffy stick 

In sturdy hold they clasp? 

Ah, blessings on those little hands. 

Whose work is yet undone! 
And blessings on those little feet. 

Whose race is yet unrun! ^ 

And blessings on the little brain 

That has not learned to plan! 
Whatever the future holds in store, 

God bless the "coming man!" 

— Beacon. 


Why should a busy grown person waste his valuable time playing 
with children? We who have gone part way through life know that 
even if we work at a hot clip sixteen hours in the day, seven days in the 
week we seldom get very far ahead on the chase for a fortune till it is 
time for us to pull in our lines and get ready to quit this life. How 


is a person thus rushed through Hfe going to find time to drop his 
business and play with the baby, or chum with the boy? I don't know 
how women look at this matter, but I know lots of men who think ncf 
work so important as theirs, not even that of the wife. And as for the 
children their play and plans are so very inconsequential that a man 
with any business ability at all should not spend any valuable time 
with them. He might spend a few rags of time he couldn't do anything 
else with. If he could throw a kiss to the baby while cutting across 
lots to work and do it without slackening his pace, he might think it 
worth his while. And some men would think that this is a very large 
consideration to grant the child. They think that the wife whose time 
is not so valuable, can look after the babies and children without much 
help from them. 

Now if the making of money is the big end of life, this way of 
treating the child is all logical enough. But let us stop a minute and 
honestly settle this question: What are we here for? What is the 
most important thing for a man to do between the cradle and the 
grave? Is it to make money or to make character? 

What will a man carry out of this world when he goes? Abso- 
lutely nothing but character! Nothing else, not even a cotton hand- 
kerchief. When John D. Rockfeller dies, though he may be worth a 
million dollars — he won't have enough of it left to buy a postage stamp 
when he emerges through the door of the tomb into the next world. 
All he will have to begin life on there will be the character he has 
made here. It is the same with you and me. Our stock in trade there 
will be our character. A man might die rich as Midas and wake up 
over there poor as Lazarus. 

Looking at life from this standpoint what shall we say about the 
relative importance of a man's work and a child's play? Character 
is made very fast before twelve years age — probably a good deal faster 
than it is after forty. If character making is the very important work 
of life, whose job is the more important, the man's work or the child's 
play ? From this view point it may be that the man who is feeding six 
car loads of cattle that will net him two thousand dollars profit, 
may not be doing half as important business as is his little son who is 
digging a railroad tunnel through a sand pile with a clam shell. 

I would not venture to say what is a childless man's duty. But 
it looks as though the man with a child had no bigger business in life 
than to take care of that child — not to pile up money for it to scatter, 
but to make of the child a man of good, solid character. 

When I come home at night and find in the shop a lot of good 
boards sawed up in a bungling way, hammered full of nails and staples, 
tied up with strings and strewn about the floors ; or I find saw horses, 
chairs scantlings, corn baskets, pitch forks, rakes and the wheel bar- 
row littered about the lawn where a lot of children ten years of age and 
younger have been doing exciting things, shall I conclude that I am 
outraged and put upon because I must take my valuable time to clean 


up the litter of children's cheap play ? Shall I feel as I do when I find 
the skim-milk calf has done damage in the garden that it takes me an 
hour to mend? 

Not a bit of it ! Not if I have any sense of just proportions. The 
calf Avas given to me to eat. The boy was given to me to prepare for 
first-class citizenship in this world and in the world to come. There is 
quite a difference therefore between a boy's play and a calf's play. It 
may have been time wasted to pick up after the calf. But it might 
have been good business to take a big chunk out of the afternoon to 
help the boy litter up the lawn. 

My father, who was, by the way the most conscientious and self- 
sacrificing man I ever lived with, thought it was a wicked waste of 
time to play ball. In fact almost any kind of play was trifling in his 
Mght. So we boys never learned to play anything well. You never 
can get to be very proficient in ball if you think you are sinning while 
you play. It wasn't any wonder that father took this view of play. 
Pioneering was hard work. Here was a bunch of little boys idle, we 
will say, and over th^ fence were weeds growing and bugs eating the 
family potatoes three rows at a time. And what could you do? Let 
the boys and the crop go to waste? If we had done this he would 
probably have raised a family of poor white trash, a shame to their 
parents and a burden on the community. 

There is a way to cultivate the child and the crop at the same time 
and that way is for the father to work in the traces along with the boy. 
Let the father take the boy into his confidence, talk with him as a junior 
I>artner ; be a partner both in work and play, with him and make play 
of his work. In this way the father will get very close to his boy and 
mould his character as it can be moulded in no other way. His interest 
in life can be thus kept wholesome. His love for his home and his par- 
ents will be such as to hold him steady in the storm and stress of after 

How much a man loses who goes about by himself, thinking his 
own line of thoughts and letting his boy go about by himself or hunt up 
other companions and think his own line of thought. Ten years of this 
kind of life will j)ut a father and son so far apart that they will never 
learn to understand each other. It is such a life as this that explains 
why some parents do not hear from their children for years at a time 
after they have left home. And why should a boy care to chum with a 
parent who through all the years when he had a chance never cared to 
chum with him? 

The average mother will keep closer to her daughter than the av- 
erage father will to his son. The reasons for this are obvious. If father 
at your farm is making a mistake, help him to correct it. Ten minutes 
of catch and throw, with a boy after supper ; a picnic a month, planned 
and talked over a good long time in advance ; conversation at table and 
at work permits it, all may be woven into cords of love to keep the boy 
and make him an efficient, wholesome, helpful citizen of this world and 


of the world to come. Cultivate the boy. Make a chum of him. — Mil- 
ton O. Nelson. 


A subject of much moment is discussed by Dr. A. T. Schofield, in 
his late book, "Christian Sanity." In the chapter on "Sanity in Child- 
hood and Youth/' he points out twelve things that parents may do "to 
strengthen and fortify their children in their conflict with evil." 

1. They can control the child's surroundings so as to make them 
ever the medium of good suggestions, physical, mental, moral and 

2. They can, by example and story, fill the child's mind with in- 
spiring, lofty and Christian ideals. 

3. They can form habits of moral and religious value, and al- 
low none others to be acquired. 

4. They can feed the child's mind with ideas, the character of 
which they can wholly control. 

5. They can exercise and strengthen the child's moral powers by 
circumstances which they can arrange, taking care that the trial is not 
too hard. 

6. They can, by watching hereditary tendencies, foster one and 
restrain another, so as to produce a more even character. 

7. They can strengthen the will and make it act with energy and 

8. They can educate and train the moral sense ; keeping it sensi- 
tive and tender to evil, and must only set up such standards of right 
and wrong as are true and will last through life, so that no artificial 
conscience is created. 

9. They can increase the sense of moral responsibility to oneself, 
to other s and to God. 

10. They can directly teach moral principles, and the sequence of 
cause and effect. 

11. They can inspire faith in God and in Christ, and the spirit 
of reverence and humility. 

12. They can thus obev the two exhortations, "Train up a child 
in the way he should go," and "Despise not one of these little ones."— 




For what we cannot do, God never asks: 
Beyond what we can bear, He never tries. 

In sweet fulfilments of the little tasks 
We make our preparation for the skies. 

The restless heart seeks to do something great. 
And lets the common things of life slip by, 

Forgetting that the trifles indicate 
Which path we're taking for eternity. 

— Selected. 

Be sure to read "The Self-Training of the Teacher." 

A Good Plan to Try. 

One of the Stake Boards has established a plan something like the fol- 
lowing, and finds it very successful. The Stake Chorister and Organist 
select the songs and all material for preliminary or supplementary programs 
for the coming month. At the meeting of the Stake Board this should be 
presented for the approval of the Board. Then, at the meeting of Stake 
and Local Officers the Stake Chorister and Organist meet with all the 
local Choristers and Organists and practice the songs, and present and ex- 
plain the material for programs. 

The Self-Training cf the Teacher. 

Some years ago I was in a southern city, and picked up a magazine 
called a business men's magazine and saw there an account of a school of 
methods in a department store. I found that, when his young clerks, boys 
and girls, came into his employment, at thirteen, fourteen, and fifteen years 
of age, the proprietor recognized that they were to be his future salesmen. 
He recognized that they were to serve his people as they came daily into the 
store. He recognized that they were to do their work well and they must be 
prepared for future services. And so if you went into that store you might 
at first see nothing unusual, and yet you would find, if you watched a boy 
for a whole week, that every day, one hour of the day, he would be missing 
from the store, and on further investigation you would find that there 
was a class high up in the building where all these boys were being edu- 
cated. Four days of the week they have one hour upon arithmetic, grammar, 
reading and things of that sort, picking them up where they left off school 
work and carrying them on. One day in the week they are taught how to 
do the work in which they are specially engaged. They go on errands, but 
someone goes with them and shows them how. Just as soon as this school 
advances a little further something else happens. When they are about six- 
teen, for two hours they leave off the day work and arc put in evening 
classes»-^what for? Men who arc to sell gloves and handkerchiefs and things 
of that sort — what are they doing? They arc put through a regular course 
of business, bookkeeping, things that don't seem to relate to the work that 
they have in mind. That business man knows that this is a necessity — that 
not only those who serve the goods over the counter, but also heads of de- 


partments should be organized together. As a result there is a perfect sys- 
tem in all directions. 

Whenever there is a special sale everything is explained, so that sales 
people not only know what is to be done, but they know where the goods 
come from and where and how they are prepared. The boy of fourteen must 
know this. He must know the material with which he deals. It is not enough 
that a handkerchief is given to the girl, and she told that it came from a 
certain place; she knows when she feels it, and can tell the texture and all 
about it, where it is made and where it came from, and she can answer your 
questions intelligently. She must also have skill in the handling of her 
work. If you could go there sometimes, you would find an experienced sales- 
man retailing with the younger ones; he comes and buys goods of *the 
younger ones, who answer the questions of these customers; and all this is 
done that skill in work may be acquired. That is what a business man thinks 
about the preparation of those who are to do his work — the knowledge that 
they must know more than they know, that they must know how to handle 
the goods they are working with and have skill in the doing of it — the kind of 
skill that only comes in the doing of it. 

Let this serve as a parable. Our Church does not say to its workers, 
"You must be trained; you cannot take hold of a book and teach it until you 
have passed an examination in it." It does not say, "You cannot lay your 
hands on these boys and girls until you thoroughly understand them." But 
it just takes us and allows us, very largely of our own free will, to say, We 
will be trained; we will know this work of God better, and we will try some- 
how to get the skill that we need to teach the principles of truth. That is 
what we are doing. It is a self-training, and we desire to suggest a few prac- 
tical hints along the line we have to work. 

Let us see how you and I can make ourselves better teachers. What arc 
we to do? We have not only lessons to teach, but we have to know these 
lessons so that we can teach them thoroughly, as well as someone else 
teaches grammar, arithmetic or geography. We have to know more than 
that. We have to Know the pupils, not only as we know them in some gen- 
eral characteristics, but we have to know the needs of those pupils spiritu- 
ally; we have to know the thing that they are hungering for. And then we 
have to know how to do it, for, somehow, you and I have to help that pupil 
to weave into his conduct the truth that he has taken hold of, the truth that 
he longs for, until, earnestly reaching after the truth, he makes it his own, 
and lives it. Ours is a great work. We have these higher things to do. 

Then, how about the child? Do we know him well enough? Knowledge 
of our religion will avail little to teachers if it be not accompanied by 
knowledge of the children. 

A few years ago I was attending a summer school in Rhode Island. It 
was the first summer school the Rhode Island Association ever had. While 
we were there, busy from morning until night, I heard that out in the bay 
there was a school, a peculiar kind of school; it was a school for lobster-men. 
Of course I investigated, and I found that the fisheries were suffering. What 
could be done? Commercial interests were at stake, and so this Rhode 
Island fishery school had been established out there in the bay. And I 
found that young men from Brown University came yearly, giving up their 
vacation time, to study lobster life for commercial purposes. I went out 
there and saw what kind of place it was, and I wish I could bring you the 
inspiration that came to me when 1 was there. I wish 1 could give you the 
the earnestness of one young man. He said, "We have never known much 
about lobster life because we have always been dealing with the maturer 
form and we have never studied the smaller. In lobster life there are five 
stages — the oneses, the twoses, the threeses, the fourses, and the fiveses. We 
have always been dealing with lobster life up here in fourses and fiveses, and 
we have never understood anything about it in these younger stages, the 


oneses and twoses." And he went on to explain. I cannot tell you all he 
said, but his earnestness seemed to indicate that to him it was the most im- 
portant question in the whole universe — this stage of lobster life that had 
not been understood. He said we did not know lobster limitations, how 
enemies attack it, how to get it from the oneses stage over into the twoses 
stage, and so on. I am sure that no young mother was ever more delighted 
in getting her child past the teething stage than was this young man in 
getting the lobster life from the oneses stage over into the twoses stage. He 
said we had never understood the possibilities because we had never known 
its limitations; we never could plan for it; we never knew how to treat it. 
He said: "You know, when they are large enough to send out into the water 
we do something else, because we do not study here only; we carry it on 
all along the coast; when a Igbster is put out in the water it is registered 
in a book, and every lobster has a tag on its neck; and for what? No mat- 
ter where it goes we can study it in its migrating stages, and word is sent 
back." And thus these* men continue tneir study by cooperation with the 
others along the coast. I said: "Does it pay?" He gave me the figures 
as to what it meant to the Rhode Island fisheries, and all the fisheries along 
the coast. It paid magnificently! Now, for commercial purposes people 
sacrifice, people plan, people build, but of the child that God has made what 
do you know, and what do I? I just leave that with you, that you may, per- 
haps, be impressed, as I was, to reach out and better understand this won- 
derful material that God has placed in our hands. Go to work — carelessly? 
No, No! Study the child so that we may better understand him, that we 
may help him, and work with him to a better understanding. How shall 
we do it? How shall you and I train ourselves to do better things as 
teachers? Some of us, perhaps, are where everybody seems to be indiffer- 
ent. Perhaps we are in places where we want things that we cannot have. 
What is it you and I can do to better our conditions? It seems to me there 
is just one thing which brings to us personal responsibility. I cannot build 
a Primary Association for myself; perhaps I have odds against me in every 
direction; but there is only one person that can keep me from being a bet- 
ter trained teacher, and that is myself. And so it comes back to the sim- 
ple statement that every woman, and every person whom we can reach, can 
be better teachers if we can only be brought to feel the force and the respon- 
sibility of being better teachers. — Mrs. J. W. Barnes. 


In the acorn is wrapped the forest. 

In the little brook, the sea; 
The twig that will sway with the sparrow today, 

Is tomorrow's sturdy tree. 
There is hope in a mother's joy. 

Like a peach in its blossom furled, 
And a noble boy, a gentle boy, 

And a manly boy, is king of the world. 

The power that will never fail us 

Is the soul of simple truth; 
The oak that defies the stormiest skies 

Was upright in its youth; 
The beauty no time can destroy 

In tne pure young heart is furled; 
And a worthy boy, a tender boy, 
A faithful boy, is king of the world. 

— Selected. 




Said Peter Paul Augustus: "When J am grown a man, 
I'll help my dearest mother the very best I can. 
ril wait upon her kindly; she'll lean upon my arm; 
I'll lead her very gently, and keep her safe* from harm. 

"But when I think upon it, the time will be so long," 
Said Peter Paul Augustus, "before I'm tall and strong, 
I think it would be wiser to be her pride and joy 
By helping her my very best while I'm a little boy." 

— The Brown Memorial Monthly. 


When William clears the table, 

And carries out each plate, 
And piles the cups and saucers. 

He says his name is Kate! 

And when he dons his overcoat 
And mitts and leggings trim, 

And sallies forth to carry wood. 
Why, then his name is Jim! 

But when he dresses in his best, 

With collar stiff and white, 
To promenade upon the street, 

He's William Horace Dwight! 

— Little Men and Women. 


Little builders, day by day, 
Building with the words we say; 
Building from our hearts within, 
Thoughts of good, or thoughts of sin. 
Building with the deeds we do. 
Actions ill, or pure and true. 
Oh, how careful we must be 
Building for eternity. 
Building, building every day. 
Help us. Lord, to watch and pray. 

— Selected. 



The little young George Washington, 
Our country's best-loved son, 
I fear no holiday he had 
Upon his birthday, as a lad; 
For times were somewhat sterner then, 
And boys worked harder, more like men; 
While festal days, to us so dear. 
Were rare in homesteads pioneer. 

Oh, how surprised he would have been 
If, looking forward, he had seen 
The multitude of little folks. 
With gleeful mien and merry jokes, 
And hatchet, flag and cherry bough, 
His birthday celebrating now! 
I wish he might have shared our fun — 
The little young George Washington. 

— Selected. 


When I am going to bed at night. 
My clothes come right undone; 

I'm sure I can undress myself 
ns fast as anyone. 

But in the morning, when I dress. 

My things seem such a lot! 
It takes so long to put them on, 

I get all tired and hot. 

My stockings aren't so very bad, 

I lace my boots up, too. 
But oh, the buttons up my back 

Are dreadfully hard to do. 

I twist and turn, and try to feel 
To get them buttoned straight; 

But it's no use. They're always wronc, 
And always keep me late. 

Bit? people may like buttoned backs, 

But T do wish there'd be 
Some clothes that go on easier, 

'or little girls like me. 

— Alice King. 


Memory Gem: 


First Gra^de. 

(Children four and five years of age.) 


Aim — Helpfulness. 

"Little deeds of faith and love 
Make a home for us above." 

Review of Lesson Eight: 

Use the memory gem and recite words, keeping time, if possible, with 
the ticking of a clock. Review talk on obedience and let the children tell you 
the story of "Jump" and the value of obedience as illustrated in the story. 

Singing, rest exercises, or games. 

Development of Lesson Nine: 

Talk about a happy home. Busy father and mother. Children who are 
willing to help by sharing playthings, etc. Tell story of "I Will." 

Little "I Will" was a very small boy, with the sweetest face anyone 
could wish to see, and under his white blouse, with its big, sailor collar, beat 
the sweetest little heart that ever grew. 

Of course "I Will" had another name. His really truly name, he would 
have told you, was Louis; but those who knew him thought that "I Will" 
suited him better. 

"Dear," mother would say, "will you run upstairs and get my scissors? 
You will find them on the sewing machine." 

"I will, I will!" would sing out the pleasant little voice, and in a twink- 
ling the scissors would be put in mother's hand. 

Or fatner would say, "Louis, gather up your toys, it is almost supper 

"I will!" would come the smiling answer. 

Dear little "I will!" He is a big boy now, big enough to go to school 
and do all sorts of other hard things, but the sunshine of his merry baby 
ways has never faded from his mother's heart. 

What a pity there is not a little "I Will" in every home! — Anna C. Hall. 

How Gypsy Helped: 

Gypsy was a proud mother and no wonder, for two more beautiful pup- 
pies than hers it would be hard to find. Their hair was as fine and soft as 
silk, and their bright eyes fairly sparkled with fun, excepting when they were 
asleep, and even then you never were quite sure that they were not playing 
possum" and coveiing up the twinkle a few minutes while they thought of 
some new mischief to get into. 


Gypsy loved Baby Harold almost as well as she did her babies, and 
Harold loved Gypsy and the puppies almost as well as he did his mother. 

One warm morning Harold's mother spread a big piece of carpet down 
on the sidewalk close to the house for him to have his daily play out of 
doors. She had started back into the house when she heard a noise down 
at the barn, and there was Dapple, the horse, just walking out of his door I 
He somehow had managed to get the hook unfastened, and was looking very 
happy at the thought of bang free. 

Harold's mother stood still for a minute, looking greatly troubled. H 
Dapple went out ,of the yard,^which he was almost sure to do unless some 
one caught him right away, there was no telling what might happen, for 
he would probably get to capering and cunning, and the school yard with its 
romping crowd of boys and gfirls was only a block away. 

She looked at Dapple, and then she looked at the baby. She felt that 
she must go after Dapple; but suppose Hj^rold should creep off of his carpet 
and get hurt in some way! "Gypsy," she asked, suddenly, "will you take 
care of Harold for me?" Gypsy wagged her tail and gave a quick little 
bark that said "Yes" as plainly as could be. Perhaps the bright eyed little 
dog may have thought, "Now, why doesn't my mistress stay and take care 
of the baby herself, and let me go after Dapple? I'm sure 1 could get him 
into the stable." But Gypsy was wise enough to know that she could help 
best by doing exactly what sKe was asked to do, no matter what she thought. 
How lovely it would be if boys and girls always did that way, too! 

Away ran Harold's mother, but saucy Dapple was not anxious to be put 
into the stable, and over and over again he let her get almost up to him, and 
then walked away with a saucy shake of his head, so that it was some time 
before she could catch him. Then back to the house she hurried. There 
on the carpet sat Harold and Gypsy and the puppies, safe and sound and not 
in any mischief, Gypsy sitting up very straight and looking as if she would 
like to say, "There, don't you see what good care 1 took of all these babies? 
Doesn't it show you that I love you very much?" — Louise M. Oglevee. 


Aim — Obedience. 

Memory Gem: 

"Such goodness, Lord, and constant care, 

A child cannot repay. 
But may it be my daily prayer 

To love Thee and obey." 

Review of Lesson Nine: 

Let the children tell about their pets, how they care for them, etc. If 
there are any who have little kittens, puppies or chickens at home, talk about 
them and how the mother always makes her children obey. Review stories 
of "I Will" and "How Gypsy Helped." 

Singing, rest exercises, or games. 

Development of Lesson Ten: 

Talk about fences around the home; the chicken runs; the corral for 
horses and cows; the pig pens, etc. Let the children tell about all these 
fences; how they are used to keep some things in and others out. A moth- 
er's arms make the first fence for us when we are babies; then come the 
cradle and bed, each with its fence to protect the little one. Help the chil- 
dren to understand that all this protection is for the safety of children and 
animals who do not know how to take care of themselves. Take one form 
of animal life that is most familiar to the children and make a story about it; 



showing how necessary it is to protect it or it would be harmed and per- 
haps destroyed. Talk about God's love in caring for us. Use memory gem. 

Singing, rest exercises, or games. 

Story, "Robert and EUzabcth:" 

"May Elizabeth and I go out to play, mother?" Robert sang out from 
the nursery. 

'Yes, but don't go out of the yard,' his mother answered. 

'Why, mother? Why can't we go out of the yard?" urged the little boy. 
Because I say so; that must be sufficient,"* was his mother's pleasant but 
decided answer. ' 

Now Robert hadn't any particular desire to leave his own yard, but, hke 
many other little boys, when he was forbidden to do so he immediately be- 
gan to think how much pleasanter it would be to play in some other per- 
son's yard; and, in consequence, a pout instantly settled upon his face. 

"How would you like to be tied to the doorpost as some children are?" 
remarked the children's mother. 

*'I wouldn't like it," said Elizabeth. 

But Robert scuflFed his feet and said nothing. If his mother wanted to 
tie him to the door, she could — he didn't care. "You might about as well 
be tied as have to stay," he thought. 

Elizabeth, however, wanted to hear about the "tied" children — poor lit- 
tle things! "Tell us, mother," she urged. 

"These children live in Norway, away up on the cliffs," began Mrs. 
Harding, lifting Elizabeth to her knee. "There is a very little level land in 
Norway, and many of the houses are built upon the edge of the cliffs; so 
there would be great danger of falling down into the fjords, if little children 
were not tied, to keep them from running around." 

"What arc fjords, mother?" asked Robert ,who had forgotten, in his 
interest, that he had been pouting. 

"Fjord is the Norwegian name for bay," explained his mother. "Fjords 
are never found except where lofty mountain ranges border closely on the 
sea. They run in between the cliffs for a long distance, and sometimes open 
into the sea again. 

"Well, the little children who live near these fjords get used to being 
tied, and have just as good a time as you and Elizabeth do with a whole 
large yard to run around in." 

"Can't even ask to go into the next yard!" said Robert. 

"Unless the string breaks," suggested Elizabeth. 

"Norwegian mothers take care that the cords are good and strong; they 
love their children just as I love you and Robert," Mrs. Harding answered 
with a smile. 

"May we be tied in our yard, mother?" both children asked. 

Their mother brought some rope and tied it around each little waist, 
while the other ends she made fast to the door knob, and left them, saying, 
"When you are tired of playing in Norway, I will come and release you." 

At first they found it great sport to run around, and when they went too 
far, suddenly to feel themselves pulled back. 

"It's about the same as hearing mother say, "Come back, Robert, you 
mustn't go there!" Robert said. 

"I think the yard is big enough," suddenly spoke up Elizabeth. 

"So do I!" declared Robert. 

"Mother, we want to come back to (Give name of home town) " sudden- 
ly piped up two small voices. 

"Do you think you will be contented to stay in the yard?" their mother 
questioned, as she untied the rope that held Robert. 

"Oh, yes, mother; the yard seems ever so much bigger since I've been 
tied," replied the little boy. — Helen M. Richardson. 

Memory Gem: 



Aim — Kindness. 

"Do something for each other. 

Though small the iielp may be; 
There's comfort in little things, 

Far more than others see." 

Review of Lesson Ten: 

Use memory gem from last lesson. Develop the thought that the Lord 
gives us kind parents and comfortable homes; that we must try to be kind 
and helpful to everybody, for that is the way we say "Thank you" to the 
Lord for all He gives to His children. 

Singling, rest exercises, or games. 

Development of Lesson Eleven: 

If possible have some pictures which show children doing acts of kind- 
ness to others. Such pictures may be found in old magazines and it is a 
good plan to cut them out and paste on large pieces of cardboard or heavy 
paper. Children's picture books may be used also. Be sure to let the chil- 
dren tell the stories they see in the pictures. 

If it is impossible to use pictures, review the activities in the home, the 
many acts of kindness done for children by parents and others. Help the 
little ones in the class to feel that they may do many kind things to help to 
make home happy. 

Singing, rest exercises, or games. 

Story, "Little Sister:". 

"Mother, we're going down to the station with the express wagon to 
meet father." 

"That will be nice, dear. He'll have a heavy suit-case tonight, and you 
can bring it up for him." 

Edith and Eleanor rushed down the stairs and out into the yard, with 
Little Sister at their heels. 

"I go too!" she chirped, eagerly. 

"No, you can't go," answered Edith, frowning. "There's not room. Be- 
sides, it's my turn to drive. You really cannot go." 

"But I'll walk at the back and push," the baby pleaded. 

"No, you won't!" 

Little Sister's lip quivered, but she didn't cry a tear. She even helped to 
tuck Edith in, and went out to the gate with them. As they turned the cor- 
ner she looked after them very wistfully. 

"What's the matter, little girl?" The doctor's wife stopped the doctor's 
automobile to speak to Little Sister. The doctor's wife had four great, strap- 
ping boys, but not one litle gfirl, and to her Little Sister, with her clean, 
starched frock and her yellow curls bobbing in the sunshine, seemed very 
sweet indeed. "Run and ask mother if I may take you down to the station 
with me, sweetheart," said the doctor's wife. 

So Little Sister ran into the house, and soon came out happy and smil- 
ing. In a few minutes she was snuggled up close to the doctor's wife, going 
"awful fastly," as she called it. 

About half a square from the station, they overtook the express wai^on. 

"I'm tired; you'll have to be horse now. This is a terrible hill." 

"I won't be horse! I was horse all day yesterday." 

"Yes, but you're bigger than I am." 

That was all that Little Sister and the doctor's wife heard, for while 
horse and driver were arguing the train came in, and there were father and 
the doctor. 


'Jump in, Howard!" said the doctor. 
'Come on, g:et in!" said the doctor once more. 
'Better not, father," said Little Sister. 
Father laughed and understood, for just then he spied two little girls, 
both pulling an empty express wagon up the hill. 

"Thanks! Til walk with the girls, doctor." father said, then added, 
"Which would you rather take along in the automobile. Little Sister or the 

The doctor's wife hugged the baby close. "Both," she answered. — 
Dorothy Sherburne. 

Memory Gem: 


Aim — Cheerfulness. 

"Three little rules we all should keep, 

To make life happy and bright — 
Smile in the morning, smile at noon, 

And keep on smiling at night!" 

Review Lesson Eleven: 

If pictures were used last time let the children see them again and tell 
about them. Also have children tell of little helpful things they do at home. 
(Notice any little exaggerations, and kindly, but firmly check them. Never, 
under any circumstances, accuse a child of telling an untruth.) 

Singing, rest exercises, or games. 

Development of Lesson Twelve: 

Have concert recitation of the memory gem. 

Talk about the cheerfulness of the sun as it rises in the morning, how it 
smiles on everything and everybody saying, "It is time to get up and go to 
work." Let the children tell of the many people and things which the sun wakes 
up; members of the family, domestic pets, birds, flowers, etc. The sun 
makes us happy. How may we make others happy? Let the children tell 
and then suggest other helpful things, emphasizing the thought of cheer- 

Singing, rest exercises, or games. 

Story, "Why Everybody Loved Dan:" 

He was just a little ,plainly dressed lame boy sitting on the doorstep as I 
went by to market one day. He could not run, but as the others raced from 
one end of the block to the other they always stopped at the step where he 
sat and chatted, and their faces showed that they wanted to stop there. 

He aid not cry or fret, and I caught a tune as I drew near. "There's 
sunshine in my heart today," he sang; then, as the make-believe horses 
stopped beside him, he put his thin little hand on Ned's curly head. "Good 
horse, Ned," he said. "O Willard, let's make-believe I was going down 
town to buy you a horse,* was the sweet suggestion that came next. 

Then I knew why they stopped. Dan's heart was full of sunshine and 
of plans for others. So Ned went into the step corner and waited to be 
brought and given to some one else who could use him, and I went on to 
market, feeling as if there was considerable more sunshine in the world 
than one might think. — Children's Companion. 

Story, 'Two Little Children:" 

Once upon a time, many, many years ago, there were born into the 
world, on the same dav. two little children. Tt was quite a long time before 
their mother could decide on names for them, for, you see, she didn't think 
there were names in the world quite pretty enough. But as the children 


t^.ew older, names were soon found for them. One was called Sunray and 
the other Teardrop. 

Now little Sunray laughed from morning till night. Everyone was so 
good, and the world was so bright; for it just seemed to Sunray that the 
birds sang and the sun shone all day long. The flowers were so lovely and 
smelled so sweet, and if it did rain, why it gave the sun a chance to rest, 
so that he would shine brighter than ever when he next came out. And the 
grass and flowers must be thirsty, that was why the kind rain came down 
to give them a drink to refresh them, so that afterwards the flowers would 
smell sweeter and the grass grow greener. 

Everyone was so good to her, ^he thought. It seemed to Sunray that 
they did everything- they could to make her happy, her school-teachers took 
so much trouble to help her understand her lessons, and make them as easy 
as possible for her. Her little school friends would ask her to join in their 
games, or to come to their parties, just as if Sunray were giving them pleas- 
ure by coming, not at all as if they were doing her a favor by asking her. 
Why, Sunray just felt, if she tried all her life long, she never would be able 
to pay back all the kindness and happiness she received from everybody. 

But her sister, little Teardrop, cried all the day long. Everyone was so 
bad to her and all the world was wrong. Why, the sun shone brightly just 
on purpose to make her head ^che; the birds made a horrid noise; as for 
the flowers, if you picked them, they went and died at once, and if you felt 
them they died, anyway. The rain always came when she was going to a 
picnic, or some place to enjoy herself, and made the grass wet, and the roads 
muddy. It soiled her shoes and splashed on her dress so that it spoiled it. 
As for school, it was even worse. The teachers all conspired together to 
give her the very hardest lessons they could find in the books; lessons that 
no one possibly could learn, if they studied them forever. Then they took 
great delight in punishing her, by making her stay in after school and make 
her write her lesson all out, so that her hands ached. Her little school 
friends; when they asked her to come and play with them, would pick out 
the very roughest games they could find. As for their parties, they were 
horrid. She was always ill the next day, just because they gave her the 
cakes and candies that no one else would eat; not, as her mother said, be- 
cause she ate too much sweet stuff; she didn't eat half as much as Sunray 
or the other children did. 

The consequence was that wherever Sunray went she made everyone 
glad. But Teardrop, alas! she made everyone sad. So it happened after a 
while that her little friends gave up asking Teardrop to their parties, cr to 
join in their games, and nobody loved her or wanted her but her mother; 
for mothers always love their children, no matter how naughty or disagree- 
able they may be| But everybody loved Sunray, and Sunray loved every- 
body, too. 

If you just think about it you'll see, all the world over, wherever you go, 
some little Sunrays and Teardrops you'll know. — Selected. 

Second Grade. 

(Children six and seven years of age.) 

Subject for the Year— The Lord's Prayer. 
Topic for the Month of March — Heaven. 
IH visions: 

1. The Earthly Home. 

2. Separation. 

3. The Heavenly Home. 

4. Preparation for Heaven. 



The Earthly Home. 

Aim — The development of the thought that heaven is a home. 

Result Desired — That the children will be more helpful and loving in 
the home. 


In the lessons for this month it is hoped that the children will get the 
feeling that heaven is a desircble place where good people go after they 
leave their homes here. That death may be thought of as a wonderful change 
and not something to be feared. Separation for time or eternity is a natural 
happening, and we must try to help the children to see that separation is 
for a good purpose, and assist them to look forward to the pleasures of 
happy reunions with those we love. 

For the lesson on the earthly home it will be interesting to tal.c about 
the homes of the children and all that is necessary to make them happy and 
comfortable. Let the children tell how and by whom the best homes are 
made. What part may each child take in this responsibility? 

Talk with the children about the first home in the garden of Eden. The 
garden must have been a beautiful place in which to live. Talk about all 
the wonderful things which were probably there, and how Adam was the 
care-taker of it all. (Do not go into any of the details of the Fall in this 

Memory Gem: 

"There is beauty all around 
When there's love at home." 

Singing, rest exercises, or games. 

Story, 'The Little Care-Takers:" 

"Fe-leeo-e! Fe-leep-e!" The call sounded clear and strong down the 
still canyon, but there was no reply except from the mocking bird, who tried 
to repeat the name. There was a crackling of twigs, a rustling among the 
branches, then presently the name was repeated. This time there was an 
answering "Hoo!" like the prolonged cry of an owl, which came from far up 
the cliflF, and the owner of the voice appeared on a narrow ledge of rock, 
clinging to a manzanita bush, and looking down at his sister Ysabel. 

Felipe, or Philip as we say, was a little Spanish boy whose home was in 
the foothills of the Sierra Madre Mountains of California. His father had 
what is called a bee ranch, and the rows and rows of hives sheltered the 
busy creatures tnat gathered the sweets from the wild blooms near by. 
Sweetest was the mountain sage, and the clear white honey made from this 
sold best of all. 

The tiny home itself looked little larger than a good-sized beehive, anl 
nestled close against the great mountain side. Ysabel, Feilipe, and the 
father, that was all; the mother had died, and the three lived alone, seeing 
few people, except the buyers who came to get the strained honey and carry 
it away to the town. But the little girl had to care for the home, and cook 
the meals, with the help of her father, and she had no time to be lonely, 
while Felipe had to keep track of every bird's nest, and squirrel's hole, 
and coyote's lair, and the wildcat's tracks, which kept him pretty busy. 

Just now, he came scrambling down the mountain side to where his 
sister stood, holding something carefully in one hand. Ysabel waited; he 
always had something. When he stood beside her, he carefully opened his 


hand a little, holding the other one over it, and two bright eyes peered oiit 
at her from a mass of scraggly gray feathers. 

"A little mocking bird! Why did you bring it away?" 
"It is only that it is hurt and cannot fly," and he showed the drooping 
wing. Ysabel had nursed many a hurt bird and sick animal; so she said, 
"Poor bird, we'll take care of him." 

It was sunset when they came to the little home clearing, and the val- 
ley was already full of dark shadows; but the tops of the mountains were 
pink, and far away the snow on Old Baldy was the color of a rose. As they 
neared the cottage they smelled the bacon cooking, and the father came to 
the door, shading his eyes with his hand to look for them. Father was al- 
ways interested, and he stooped down to look at the bird and touch its 
rough head with one hand, while the other held the fork with which he had 
been turning the meat. 

"So it is a baby mocker that the caretaker has now; that is good, but 
put it in the box quickly, for the supper is nearly done." 

Ysabel was already getting out the few dishes for their supper, and they 
soon sat down to their cheery meal. A little later, wnen the dishes were 
washed and put away, when the wounded bird, and a hurt squirrel, and a 
rabbit, had been fed and cared for, and the night wind blew cool down the 
canyon, Felipe stretched himself on the warm, dry ground at his father's feet, 
and said, **Tell us again the story of the Caretaker." This was the story 
that he liked best of all to hear, though he had heard it so many times. So, 
as an owl out of the darkness called "Who-o-o-o-!" and the far-off cry of a 
coyote came to their ears,the father told again to Ysabel and Felipe the loved 
story; how once in the long ago there was a great, good Friend who loved 
every bird, and animal, every insect, and even every blossom. Each day he 
watched over them, and each night he sheltered them from harm. There 
were but few people, then ; that was long, long ago. But as the people came 
to be more and more numerous, there were some who were thoughtless of 
these little brothers of the air, and field, and even some who were unkind. So 
the Great Friend put it into the hearts of those whom He most card for, to 
watch, and, if possible, see that no harm came to them, and when, in spite 
of their watchfulness there were those that suffered or were in danger, to 
care for and nurse them, shelter and feed them, until they were healed, and 
then let them go again to their own. 

"Yes," said Felipe, "and the Great Friend is the good God who loves 

"And the care-takers," added Ysabel, "are those who never hurt and al- 
ways help." 

"I am a little care-taker," whispered the boy, as he looked up at the 
blue mountain peaks, wrapped round and round with the silver moonlight. 

The next day was an important one, for the buyers came for the honey. 
The great cans oi sweetness were filled and loaded into the wagon, to be taken 
to the valley, and the money that was to buy food and clothes was put away. 
It was still too early to start down, and while they waited for the cool of the 
late afternoon, one of the men whom Felipe knew well, and loved, went with 
the boy to see his little brothers, as they both called them. The baby mock- 
er was nearly well, and spread its hurt wing, which was now almost as 
strong as the other one; the squirrel's leg was getting along finely, and 
the rabbit as well. As they petted and fed each one, Felipe told the man 
the story of the Care-taker, and the man, too, loved the story. 

The man lived in the city at the mountain's foot, and his home was large 
and fine. He had a little daughter, Mary, and the next evening she came to 
him with an earnest face. "Father, nearly all the boys and girls in our school 
want to get up a society and promise to be kind to the birds and animals, but 
we can't think of a good name, one that no other society has; will you tell 
us one?" 


Then her father told of the little Spanish boy, Felipe, who lived on the 
bee ranch, and his story of the care-takers; and the society was named ''The 

Just at the close of the school term, some pins were made with the let- 
ters C. T. on them, and one was sent to Felipe, who first tried out the 
story. Since then there have been other societies, and some who read this 
may start new C. T.*s to help, and not hurt, their little brothers of field 
and air. — Gussie Packard Dubois. 



Aim — Punishment follows disobedience. 

Result Desired — A better understanding of the value of obedience. 


Review last lesson, emphasizing the thought of the blessings which God 
gave to the first family in the garden of Eden. Do not tell the story of the 
fall, but continue the narrative by telling the children that one day Adam 
and Eve forgot to be good and disobeyed their heavenly Father. After that 
they were not happy, for they must leave their home in the garden of Eden, 
which God had made for obedient children. 

They now had a new home. There were many useful and beautiful 
things in it, because, even if we are not good, God still loves us and gives 
us many things to make us comfortable and happy. Talk of what Adam 
and Eve would have to do. What they worked for, etc. By and by children 
came. Talk of the changes which children make in a home. Carry on the 
story, letting the children help you. Do not tell about the quarrel between 
Cain and Abel, but lead the children to see that obedience in a home makes 
happiness, while disobedience makes suffering. 

Adam and Eve could probably remember all about their beautiful home 
in the garden of Eden and the kind heavenly Father and would want to go 
back to it; and when God was ready to call them I am sure they were glad 
to go. 

Memory Gem: 

"If ye love me, ye will keep my commandments.' 

Singing, rest exercises, or games. 

Story, "Little Jessie's Lesson:" 

One morning Jessie's mamma called to her: "Daughter, I have just re- 
ceived a phone message from mother that she is quite ill and I must go to 
see her. As the weather is threatening, I shall not take baby, and you must 
have charge of him during my absence. I shall be gone all day unless I find 
mother much better on my arrival at her house. So you must be a good 
girl and look well after baby." 

Jessie made no reply, for her mother's going from home for the day 
and leaving baby in her charge spoiled the little girl's plan for the afternoon, 
for it was Saturday, and Jessie always looked forward to the holiday with so 
much anticipation. She had promised Marie Parker that she would go with 
her to call on some young friends, and that she would remain at Marie's 
for supper. But now her afternoon was spoiled, and all by babyl Jessie 
stood pouting as her mother gave the last instructions regarding the care of 
baby, who was a robust chap of two years. 

Then Jessie's mother kissed her good-bye and was gone, and baby was 
asleep in his little bed in his mother's room. Jessie went to see if he needed 


ansrthing, and on walking about the room awoke him. He sat up and rubbed 
his dear bright eyes and smiled at his sister, who was in no humor to return 
a smile. She kept thinking to herself: "Oh, if it were not for babe I could 
go to Marie's th«s afternoon. But now I must stop at home and take care of 
him. I think it really mean for me to be obliged to look after him." 

Baby kept on smiling. Then he began to laugh loudly and to kick up 
his heels and to crow and make all sorts of antics. He was in the jolliest hu- 
mor and wanted to romp with his sister. But Jessie would not romp with 
him. She dragged him rudely from his little bed and carried him down 
stairs, where she put him on the floor. As he could run about in a most 
lively way, he was soon in the hall, then in the library, rummaging among 
papers and magazines on the floor. Jessie paid no attention to him at all, 
but got a book and began reading. After a while the front doorbell rang 
and Jessie went to answer it. There stood Marie Parker and Polly Davis. 
"Oh, Jessie, there's to be a parade on Main street at half-past ten. The 
Seventh Regiment is to march, and, of course, a band will be in advance 
playing!" Thus exclaimed Marie, her face aglow with excitement. "We — 
Polly and I — are going to see the parade and came to ask you to go with us." 

Jessie was all eagerness, and said she'd love to go. Then, remembering 
baby, she frowned and said: "Oh, I can't go, for grandmother is sick and 
mamma has gone to spend the day with her, leaving me in charge of Babe. 
Vd love to go— but— " 

"Can't the maid keep him?" asked Polly. 

"Yes, can't you leave him with her?" added Marie. "Often mamma used 
to leave me with our cook, and nothing ever happened to me. Please come 
with us, Jessie." 

Jessie thought for a moment. "I wouldn't care to ask the maid to mind 
Babe," she said, "for she's so busy preparing things for tomorrow. She has 
her regular baking, you know, and we are to have company for dinner to- 
morrow, so she has an extra lot of Saturday work to do. But — I wonder 
why I could not go without saying anything to Nancy? She is so busy in 
the kitchen that she won't come into the other part of the house before 
luncheon time, and then I'll be home again. Babe is playing in the library 
and I'll take some cookies to him, and put toys about him on the floor. He'll 
entertain himself until I get back. I won't be gone an hour." 

"Yes, I think that will be all right," said Polly and Marie. So Jessie ran 
and got her nat and jacket and went oflF with her little comrades toward the 
center of town, where the parade was to take place within a few minutes. 
And they found a nice place from which to watch the marching soldiers, 
for they got on a big box that was in front of a grocery store. There they 
stood for a long time, though it seemed but a few minutes to them. 

After the parade was over they went to a confectioner's and got some 
candy. From there to a toy shop to look at a new game Polly was so en- 
thusiastic about. And before they realized it the noon whistle was blowing. 

"Oh, girls, I've got to hurry home," cried Jessie. "I had no idea it had 
g:rown so late. Nancy will be setting the table for luncheon, and by half- 
past twelve papa will be home to lunch. And Babe — I wonder if he's all 
rig-ht." There wa^ some anxiety in Jessie's voice as she spoke of Babe. 

She ran nome as fast as she could, and entered the big living room. No 
one was there. She ran to the library, but Babe was nowhere to be seen. 
Then she ran to the kitchen, but no maid nor baby! The table was not set 
for luncheon and the house seemed deserted. What had become of Babe? 
And for the first time in her life Jessie felt a pang — an ache in her heart. She 
,.ad been ugly toward her dear baby brother that morning. Suppose some 
thing terrible had happened to him and Nancy had carried him off to a doc- 
tor! Oh, the thought was dreadful and Jessie felt a chill of fear creep over 
her. Oh, how she wished she had remained with her darling little brother! 
Just as she was becoming ill from suspense Nancy came in the front door. 


She was carrying a bundle in her arms, which proved to be a loaf of bread 
for luncheon. "Forgot we had no bread for this noon," she said to Jessie. 
"I had to run to the baker's for some." 

"Where's Babe?" cried Jessie. "Didn't you have him with you?" 

Then Nancy looked surprised. "No, I haven't seen the child," she de- 
clared. "Haven't you been with him upstairs all forenoon? Your mother 
said she was leaving him in your charge. I haven't thought about him." 

For a moment Jessie thought she would faint. Then she gathered her 
strength. "Say, Nancy, help me to find that precious child. Don't ask me 
any questions, but get to searching for him. I've been a wicked, bad girl, 
and went oflF with Marie and Polly. I should never have left the Babe dur- 
ing mamma's absence. Oh, what shall I do if anything has happened to our 
darling? I am almost crazy!" 

Upstairs and down they searched for Babe; in the back yard, in the sta- 
ble, about the front lawn, at the neighbors*. But no sign of him could they 
find. The whole neighborhood was roused, and Jessie was white from fear. 
If anything had happened to her darling baby brother it would kill her, she 
knew it would. 

"Well, let's go back to the house and wait for your father," said Nancy. 
"We've looked everywhere that he could possibly be. He couldn't get far, 
for his legs are too short to run fast." 

Jessie obeyed her, for she was now quite ill from anxiety. She was 
white and trembling. She went into the library and sat down on a chair. 
She was wondering what she should say to her mother when she returned 
home. Then she heard a rustle in the corner behind the table. She jumped 
to her feet and ran to examine the spot. There, to her joy, she found her 
little brother, waking from a long nap. He had crept in the most secluded 
spot he could find, and some heavy curtains had quite concealed him. He 
was smiling — just as he had smiled that morning — and Jessie clasped him to 
her breast, kissing his pink cheeks frantically. "Oh, you darling Babe!" she 
cried. "How happy I am to find you. Nothing on earth could ever induce 
me to leave you again when mamma is away. But there's papa coming in at 
the gate. We must run and tell him all about how wicked I have been and 
how I was made to suffer my punishment." — Washington Star. 

The Heavenly Home. 

Aim — To develop thought about a heavenly home. 

Result Desired — That the children will think of heaven as a desirable 
place, where we shall be glad to go some day. 


Review very briefly the story of Adam and Eve, bringing out the thought 
that they were made unhappy because they were disobedient and that re- 
pentance would bring them forgiveness and enable them to be again with 
their Father in heaven. Let the children tell you about "Jessie's Lesson." 
Then have a talk about times when father or mother may have gone away 
and the difference it made in the home. Also the joy in their return. 

Then introduce the thought that Jesus left His home in heaven to teach 
us how to be kind and gentle, to be like Him so that some time we may go 
and live with Him with our Father in heaven. 

If possible have some pictures which illustrate some of the kindness of 
our Savior. Show them to the children and talk about how we must all try 
to be like Him. 

Jesus came to this earth a little baby and grew to be a man, just like 
your fathers and all other men have done, and just as the boys in this class 
will do if they live long enough. Talk with the children about the growth 


of Jesus, how His mother would care for Him, His learning to read and un- 
derstand about all the things that were around Him. Vvnen Jesus grew to 
be a man He was very kind and good, nelping people who were sick or sad, 
and teaching people how to be loving and how to do right. Describe how 
the people and even little children wanted to be where Jesus was. They 
loved Him and were happy to be with Him. Jesus does not live on this 
earth now: His home is in heaven with His Father. Before Jesus went to 
heaven He said that when He got to His Father's home He would mnW'- 
everything ready there for us, if we wished to live in the same place with 

There is a very pretty song which tells about Jesus and His aome. Let 
us sing it. 

"I think when I read that sweet story of old." 

If the children do not know the song, the teacher may either sing or 
recite it. 

Jesus has told us what we must do now so that some day we may live 
with Him in a beautiful home in heaven. Recite memory gem. 

Memory Gem: 

"Love one another." 

Story. "He was WilUng to Let Her Go:" 

The sweet young sister of a little boy was very ill, and it seemed that 
she was wanted in the heavenly home. The child had a wonderful dream 
in which he heard that if one could secure but a single leaf from the tree of 
life that grew in the garden of God every illness could be healed. No one 
nad dared to attempt the quest, however, for the way was very hard and a 
great angel guarded the gate of the garden against mortals. 

The child loved his suflFering sister so well that he resolved to find the 
garden and plead with the angel for the healing leaf. So over rock and 
moor and hill ne went, until in the golden sunset the beautiful gate ap- 
peared, and he tearfully made his request to the angelic sentinel. "None 
can enter this garden," replied the angel, "but those children for whom the 
King has sent, and He has not called for you." "But one leaf," pleaded the 
child, "one little leaf to heal my sister. The King will not be angjy. He 
cannot wish that my sister should suffer so and die and leave me all alone. 
Have pity, great angel, and hear my prayer." 

The angel looked down on the little suppliant with deep love and pity. 
and said: "The King has sent my brother, the angel of death, to bring your 
sister to Himself. If you are allowed to keep her, will you promise me to sec 
that she shall never again lie tossing on a sick bed in pain?" "How can I?" 
said the wondering child. "Not even the wisest physicians can Keep us from 
sickness always." 

"Then will you promise me that she shall never be unhappy, nor dr> 
wrong, nor suffer sorrows, nor be cold or hungry or tired, nor be spoken to 
or treated harshly?" asked the angel. "Not if I can help it," answered the 
child, bravely; "but perhaps even I could not always make her happy.'* 
"Then," replied the angel, tenderly, "the world where you would keep her 
must be a sad place. Now I will open the gate just a little, and you may 
look into the garden for a moment, and then, if you still wish it, I will my- 
self ask the King for a leaf from the tree of life to heal your sister." 

And the astonished child looked in where grew the living tree, and 
where flowed the crystal river, and where stood the bright mansions, and 
where walked and talked immortal children under a light more beautiful 
than that of the sun and with friends more loving than those of earth, and 
where love and blessint? reigned forever. He looked until his eyes widened 
in surprise and glowed with joy, and, turning to the angel, he said, softly: 


"I will not ask for the leaf now. There is no place so beautiful as this; 
there is no friend so kind as the angel of death. I wish he would take me, 

So the child turned back under the stars that shone like celestial eyes 
upon him. And as he went a ray of holy light fell upon his path, and won- 
derful music, such as he never before heard, filled his ears, and he knew that 
the golden gate had opened to receive his sister. And it was so that when 
he saw her silent form upon her little bed at home he was comforted.— 


Preparation for Heaven. 

Aim — To be worthy to live in a heavenly home we must first do our 
best to make eartnly homes happy. 

Result Desired — An increased appreciation of home and a desire aroused 
to be licjpful and kind. 


Review the three lessons on heaven, how Adam and Eve came from 
there, the home in Eden, the separation from the beautiful place because of 
disobdience, what they must do to be able to return. Then the coming of 
Jesus who willingly left His home to come and teach us what to do so that 
we may all live in heaven some day. Some of us have dear ones who have 
gone there. Tell of the happiness there will be when we are permitted to 
meet again. Review briefly the story, "He was willing to let her go." 

What may we do to make our homes happy? Sometimes we may help t<^ 
make other people's homes more comfortable. How? * 

Singing, rest exercises or games. 
Memory Gem: 

"Find out what God would have you do, 

And do that little well; 
For what is great and what is small 
'Tis only He can tell/' 

Note. — Introduce the story by explaining that in some places there are 
people and children who have no homes, and there are good men and women 
who are willing to work hard to make life happier for those who need such 

Story, "The Dandelion House:" 

There is a large, beautiful house in New York that grew out of a single 
dandelion olant. Did you ever know that houses grew out of dandelions? 
This one did, and this is its story: 

Some years ago there was a man in New York, a police reoorter, a poor 
man, who lived out in the suburbs in a plain little house. One winter his 
three little children, one after the other, had scarlet fever. From Christmas 
to Easter, the house was full of sickness, and when the first patient was get- 
ting well, the others were still ill. There was no money to spend for flowers 
or dainjties for them. The police reporter, coming up his garden walk one 
day, tired and depressed, saw a tiny weed, with sprawling roots, thrown out 
by the thaw. He feh sorry for the little plant, and thinking of the children, 
he picked it up, took it in, put it in a pot, and placed it on the window sill of 
the children's room, to thaw out and live, if it could. 

It was a tiny dandelion and it did live. Bravely, at length, it bloomed 
in the sunshine on the sill, and how the children loved it! They watered it, 
and tended it, and treated it as royally as if it were a rose. That one £owcr 


was so much to them that when summer came and they were all well again 
they went out into the fields and plucked all the wild flowers they could find, 
and asked their father to take them into the city, for the *'poor" who didn't 
have any flowers. 

The reporter carried the flowers across the ferry, but he did not get 
them any farther, for the street children clung to his arms and his coat, beg- 
ging him for flowers. They knew him, for he had been going to the police 
courts near by, and the boys and girls had found out that he was kind and 
friendly. In a few minutes every flower was gone. Next day his children 
sent more, and they all went before the end of the first block from the ferry 
was reached. The third day the street children came and waited at the 
ferry gates in such crowds that a policeman had to keep order. That day 
the reporter — his name was Jacob Riis — sat down and wrote to the papers, 
asking each one who came from the suburbs to bring some flowers for the 
city children; and so began the first Flower Mission. 

The story of fhe flower missions is too long to tell here. They soon es- 
tablished headquarters in Henry Street, and flourished there. Doctors and 
nurses followed the flowers into th? tenements. In the end, all these work- 
ers for the poor and the sick bought two houses, tore them down, and built 
a great Settlement House. There Jacob Riis, now grown a famous lecturer 
and author, and many other noble workers for the poor, carry on all sorts of 
helpful work for the children of the tenements, and for their mothers and 
fathers, too; and Jacob Riis has told this story of the dandelion himself, in 
the magazines. 

Suppose— only suppose — that those three littl^ children had not wanted 
to pass on their joy to other children. Suppose they never had gathered 
that first armful of flowers — would there be any big, beautiful Settlement 
House today? To do the thing we can for others, even if it is just a little 
thing — isn't that the message of the dandelion, boys and girls? — Helen Ross 

Third Grade. 

(Children eight and nine years of age.) 

Subject for the Year— The Ten Commandments. 
Topic for the Month of March — Third Commandment 


1. Profanity. 

2. Slang. 

3. Conversation. 

4. Sincerity. 


-^im — ^To prove that profanity is useless and degrading. 
Result Desired — A dislike established in the minds of the children for 
profane or unnecessary language. 

Development of Lresson Nine: 

Class recitation of the third commandment. Talk with the class on 
meaning of doing things in vain. What is meant by saying that "The Lord 
will not hold him guiltless, etc?" 

"There is a right as well as a wrong side to every one of the Ten Com- 
mandments. Every "Thou shalt not," implies a "Thou shalt." So in the 
third commandment, when we are told that God will not hold him guiltless 


who takes his name in vain, we recognize that he also is not guiltless who 
never takes God's name upon his lips at all. What should we think of a 
boy or girl who had spent the summer at the home of the president of 
the United States, and who knew him well, and yet never mentioned his 
name, or said anything about him? An English soldier who was fatally 
wounded was visited by Queen Victoria as he lay in the military hospital. 
As the queen passed his cot she stooped down and whispered something to 
him. "What did she say?" a companion asked him when the queen was 
gone. "She said, 'God bless you, my friend,' " the wounded man answered. 
"She called me her friend." From that time till he died the sick soldier 
talked about the queen to everyone who would listen to him. 

A successful drummer for a new kind of chemical fertilizer was asked 
how he succeeded in getting so many orders. "I talk fertilizer," he said. 
•*Tf T sit down beside a man in a train, I tell him about it; and if a farmer 
on the road gives me a lift, I explain it to him; and if he invites me to stop 
at his house to dinner, I interest his wife and children, and before night I 
find that I have nailed about everyone I have met for an order." The 
Prophet Rosea said, "Take with you words" (Hos. 14: 2). But he meant 
words tnat are of value, that are helpful to some person or cause, and we 
need to remember the name of our Father and of His Son, so that we may 
give praise and thanksgiving in the proper way. 

T ittle children need to hear ahout God. The sad and sinful need it, too. 
for God has promised that at the name of Jesus every knee should bow 
(Phil. 2: 10). The man who takes God's name in vain needs it, for when he 
hears the divine name uttered by lips that honor and love it he will be 
ashamed of the profane words which have been upon his tongue." 

Relate the following; Shelomith's son blasphemes (Leviticus 24: 10-16). 
The punishment given to David (II. Samuel 12-14). Joseph Smith rebukes 
the guards for profanity (Life of Joseph Smith, by Geo. Q. Cannon, chapter 
41, page 274). 

Memory Gem. 

The foolish and wicked practice of profane cursing and swearing is a 
vice so mean and low, that every person of sense and character detests and 
despises it. — Washington. 

Story, "A Study of Badges:" 

John Davis was visiting his cousin Will and was having the time of his 
life. John's home was in the country and this visit took him to the city for 
the first time, so he saw many things that were new to him. On their way 
home from the Public Library they passed an old man, and Will said to his 
cousin: "There g^es an old soldier." 

John looked behind him and said: "He wears no uniform. How did 
you know ne was an old soldier?" 

"By the little button he wore. None but old soldiers can wear that kind 
of a button." In a few minutes they passed another man and Will said: 
"That man is a Free Mason." 

"A Free Mason," said John, "how can you tell a Free Mason when you 
see him?" 

"He wore a gold pin in the form of a compass and square. No one but 
Free Masons wear that kind of a pin." 

In a little while tney met a gentleman whom Will greeted with: "Hello. 
Uncle Sim, how are you? You didn't know John was visiting me did you?" 

Uncle Sim was surprised and said: "Well, John, when did you come?" 

"I came yesterday and am seeing all sorts of interesting things." 

Will took his uncle familiarly by the coat and said: "Say, Uncle Sim. 
come around and spend the evening, and we will have a game of dominos. 
John and I can beat you and dad." 


"*Not tonight, my boy, I have an engagement at the lodge. Til come to- 
morrow night." 

"O pshaw! The Odd Fellows can get along without you one night. 
Come on." 

"No, ril be with you tomorrow night." 

As the boys walked on John was again puzzled. "Say, Will, how did 
you know he was an Odd Fellow?" 

"Didn't you see that little pin with three links on his vest? Well, that 
is an Odd Fellow's pin." 

That evening, when the two cousins and Will's father and mother were 
seated around the table playing a game of dominos, John looked up at his 
uncle and asked if all members of lodges wore pins or buttons. His uncle 
told him that manv wore such emblems in order to reveal their membership. 

"Say, John, did you know that everybody wears a badge?" 

"No," said John, "I didn't know that. I do not wear any, and I don't 
see any on you." 

"Well, it is so. My grammar taught me that a word was the sign of an 
idea. It is something more than that; a word is the sign of the character 
of the speaker. Vulgarity of language is the sign of an impure heart. Slang 
is the badge of loose thinking and profanity is the symbol of irreverence. 
A fellow came into my shop this afternoon and I overheara him talking to 
one of my workmen. He was very much excited and used a lot of profanity. 
I know from his language that he was a Son of Diabolus. The words he 
used were the badge." 

"Well," said John, "I guess he did not know you were around; if he had, 
he would not have used profane language." 

"No, that is so; he would not have uttered an oath in my presence for 
he knows that it is not polite to swear in the presence of a gentleman. This 
young man had forgotten some things that he had learned in his home. T 
know his tather very well, and he taught him that it was impolite and wicked 
to swear." 

Will, looking up into his unck's face, said: "Why did he use such lan- 
guage, anyway?" 

"He was excited, and did not control himself. He wanted to make an 
impression, and thougnt an oath would do it; and perhaps he thought it 
would make his statement stronger if he swore it was so." 

"Is that what swearing does?" asked John. 

"No, my boy," said his uncle, "it adds nothing to the strength of a man's 
statement to confirm it with a wicked oath. It is a useless, wicked habit that 
is very hard to break, and every time a man swears his words show what 
kind of a man he is, just as surely as the veteran's button and the Mason's 
pin mark the man who wears them. Let us go on with the game." 

When they had finished, the boys had beaten the old folks; but long 
after they had forgotten the g«ime of dominos they remembered what Will's 
father had said about the Sons of Diabolus. — W. S. Macintire. 



Aim — A word fitly spoken is like apples of gold in pictures of silver. 
(Proverbs 25: 11.) 

r.csult Desired — A desire aroused to use good language. 

Development of Lesson Ten: 

Review Lesson Nine. Use the third commandment, emphasizing the 
thougnt that things done in vain are useless, that "Wilful waste makes woe- 
ful want" 


Use the following articles as a basis for a talk with the class: 

Story, "Where Slang Comes From:" 

I am sure if our young people, especially the girls, knew the origin of 
slang, they would be very much ashamed indeed to use it. 

Almost every current slang word or phrase originated with the criminal 
or vulgar, and has a very bad meaning. 

When a p:*rl uses one of these expressions before a strange she subjects 
herself to the suspicion of knowing the real meaning of the words. Even 
among her friends, where her innocence is known, the use of slang can but 
create the impression that she is very careless or a little coarse. 

It is not well to use anything which habitually has evil associations. 
That is one of the strong indictments against cards. A leading authority on 
criminology says that all criminals play cards. There is scarcely an evil 
resort of any kind in the country where cards are not played constantly. All 
gamblers play them, and they are associated with all manner of vice. Hence, 
practically all churches oppose card-playing. By constant association with 
evil these games have come to have an evil import. 

Just so, should young people of clean lives and fair names avoid the use 
of slang. Aside from the evil association of the words and expressions, it 
soils speech, and tends to impoverish your language. Instead of using one's 
own words to express the nice shades of meaning of your thoughts, one 
comes to use a slang expression for nearly everything. Inese expressions 
are both hackneyed and offensive. People judge each other by their speech. 
Ones* thoughts are expressed by words. 

Of course, it is possible that a house with a rickety front gate, a littered 
yard, soiled door, and windows stuflFed with old rags, may be clean ana neat 
within. But you never judge it so in passing. In the same way it is possible 
that one who uses slang freely may be pure-minded, and have clean, orderly 
thoughts, but the indications point the other way. 

Nothing is more delightful than clear, pure English, and nothing so soon 
wins one distinction as to be master of it in speech and writing. — Selected. 

The use of slang is a habit, prevalent and vicious. Imperceptibly the 
tendency to use it grows upon us, and only by conscious persistent effort can 
we free ourselves from its use. Slang is heard everywhere— on the street, 
where people "skidoo," at school, where pupils "flunk," and even in the home, 
where "kids" play in the parlor. It is used by all classes, by the laborer, by 
men engaged in the professions, and even by teachers. 

And slang is vicious — in its origin, in its use, in its effects. Slang is 
the coinage of vulgar minds, and not the happy expression or the noble sen- 
tment of big hearts. It arises from the barrenness of little brains, not from 
the fertile fields or vivid springs of deep feeling. And in its use it brands 
its slave as mean, barren in thought and emotion, and manacled in express- 
ing even what he may know and feel. "But slang," you say, "is forceful." 
Sometimes it seems so, but its force is akin to that of profanity — while it 
expresses something ,it expresses nothing. Like the Indian's "Ugh," it may 
be used on any occasion, but so long as it is used it prevents us from know- 
ing anything or feeling anything more lofty than simply "Ugh." And in 
this it prevents growth and hampers the development of finer feeling, for 
richness of thought and depth of emotion have never found fit or lasting ex- 
pression in slang. 

As teachers we have a duty to perform in keeping it from our lives 
and in helping pupils to avoid its evils. As students we should be con- 
scious that its effects are evil, and that if we are to rise to better thinking 
and bigger feeling, we must put slang forever from us. — R. L. McG. 

Memory Gem: 

But I say unto you, that every idle word that men shall speak, they 
shall give account thereof in the day of judgment. — Matthew 12: 36. 



Story, "The Big Voice of Little Things:" 

"Be careful, little girl; 'small things talk loud,' they used to tc!I me when 
I was a girl at home," said the aunt of the young lady who was to her even 
now but a little girl. 

"Now, what have I done?" was the smiling question, for the "little girl" 
did not mind being told of things that she might mend in her ways, when 
they were told in her aunt's sympathetic way and voice, with the kindly, lov- 
ing eyes smiling down into her own. 

"It was a little slip of the tongue that time — a tiny bit of slang that I 
do not like to hear on your lips. It is so easy to take up the newest use 
of some word or phrase, to join in with the majority in airing the latest 
fashions in slang, and so hard to remember that these smart expressions are 
not worth learning and using; and that to the cultivated ear they are things 
that, while small, talk loudly of a lack of breeding and training. 

"There are other small things that speak loudly, too, when we come 
to think about it. The little careless habits of dress or person, the small, slip- 
shod ways that are easy to fall into, and hard to sret out of, the slighting 
way of doing the duties and tasks that come to one; the letting down, even a 
little bit, of the bars between ourselves and the things and companions that 
will do us harm rather than good; all these things speak with voices out of 
all proportion to their apparent size, in the relative importance of things. 
Pernaps it is a blessing, after all, that it is so. When they shout their 
warnings to us we can hear and heed better and more quickly than if they 
whispered." — Young People. 



Aim — For by thy words thou shalt be justified, and by thy words thou 
shalt be condemned. — Matthew 12: 37. 

Result Desired — That the children will think before they speak of how 
to speak. 

Development of Lesson Eleven: 

Review Lesson Ten, emphasizing the thought that useless or extrava- 
gant words are harmful to the user and to the hearer. 

Speech is golden in its opportunities; it is a pity that a grain of the pre- 
cious gold should ever be thrown away. Most of us talk too much. Silence 
is better far than idle, sinful, or foolish speech. Yet there may be idle silence, 
too; our gift of speech was given to us to be used, but it must be used with 
wisdom. We should never be content to tfilk even five minutes with an- 
other, without saying at least a word or two that may do good that may 
start a helpful impulse, or kindle an upward inspiration. 

"Yea, find thou always time to say some earnest word 
Between the idle talk, lest with thee henceforth. 
Night and day, regret shall walk." 

We can gather from the Bible many counsels about speech. Jesus spoke 
of idle words, saying that even for these we must give account. Idle words 
arc those that are empty — empty of love and of good, words of no value. 
There are many such words spoken. They may appear harmless, and yet 
they are useless, and uselessness always disappoints the Master. They give 
no comfort, they put no cheer into any heart, they inspire nothing beautiful 
in any soul. Too much of the common conversation of the parlor, of the 
wayside, of the table, is of this vapid and empty order — talk about merest 
nothings, inane, without thought, without sense, without meaning. How it 


must astonish the angels to hear immortal beings use their marvelous gift 
of speech in such a trivial, idle way! 

We have suggestions also in the New Testament as to the kind of 
speech that is worthy. St. Paul has some very plain words on the subject. 
Conversation should be "good, to the use of edifying." That is, no word 
should be spoken which does not help to build up character, and to make 
those who hear it better, which does not inspire some good thought, some 
holy feeling, some kindly act, or put some touch of beauty upon the life. A 
Latter-day Saint's words should also "minister grace unto the hearer." That 
is, they should impart blessing in some way. We all know persons whose 
words have this quality. They are not always exhorting, preaching, talking 
religiously, and yet we never talk with them five minutes without being the 
better for it. Their simplest words do us good. They give cheer, courage, 
and hope. There is great power in a word of encouragement when one is 
carrying a heavy load, or passing through a fierce struggle, or when one is 
in danger of fainting and giving up. We feel braver and stronger after a 
little talk with them, even after a moment's greeting on the street. — 

Memory Gem: 

To him that ordereth his conversation aright will I show the salvation 
of God. — Psalms 50: 23. 


While listening to the conversation of two ladies one evening I was 
struck with the fact that the tongue is one of the most wonderful members 
of the body. That evening it gave me a nervous headache. 

Yet I love to hear men and women talk. I can remember more of what 
I have heard from the tongue than I can of what I have read from the 
printed page. 

The art of talking in an interesting manner is hard to learn, but when 
once acquired is worth all the time and trouble it has cost. 

There are several kinds of tongues: 

The Saucy Tongue. — Its possession sometimes makes even the best- 
looking girl or boy in a town disagreeable. If any of you have such a one, 
my advice is, guard it well if you want the good opinion of those you asso- 
ciate with. 

The Scolding Tongue. — ^This is an awful thing to have in a household. 
You can hear it from early morn until late at night, going like a mill-clapper. 
It appears to be well oiled and in thorough working order. 1 he cat, the dog, 
and the chickens get the full benefit of it. My stars! how the wounded and 
suffering can be counted up! It spoils all enjoyment; and there is no peace 
till its owner is fast asleep. 

The Busy-body Tongue. — ^This one is full of cruelty, and says things 
that hurt and cut to the core. It has no regard for the feelings, and delights 
in eliciting the sobs of its victims. It makes no difference how long people 
have been building up character, or how sensitive they may be about acts 
they regret more than anybody else; its delight is to tell all its owner 
knows, and more too, especially of what is discreditable. Such a tongue 
ought to be tied down tight, and never unloosed until the owner of it is still 
in death. 

The Lying Tongue. — This kind of tongue often hurts the owner more 
than anyone else. A wilfully-lying tongue is a curse, and if not corrected 
will ruin soul and body. Nobody can trust its owner even when it does tell 
the truth. It is so obnoxious that all decent folks despise it. It will tell a 
lie from habit, even when the truth would answer the purpose better. 

The Foolish Tongue. — What a pity that any person should have one of 
these tongues, it does make one appear so ridiculous to others. 


The Sarcastic Tongue. — I want anyone who possesses this sort of a 
tongue to keep *miles away from my home. There is a woman whom I 
know who has got one, and she is as sour as swill. The children in her 
neighborhood never go near her; and as for her husband, he leaves the house 
early in the morning and never gets home until late at night. If her tongue 
could be converted, she would be one of the nicest women in the city. I 
have hard work to keep back the tears when I think of how the inmates of 
that house must suffer. She joined the Church; but the members are sorry 
enough. She's so nice, but so sarcastic that her absence is better than her 

The Loving Tongue. — That's the kind to have. Ever speaking words of 
kindness and affection. The boys and the girls in the neighborhood like to 
hear it, for it never speaks ill of, or has a cross word to say to any who half 
try to do right.. To those who err, it speaks in tender tones, and to those 
who do well, it whispers sweet encouragement. It brings comfort and hope 
to those who are in trouble, and daily lisps to Heaven a prayer for every 
righteous cause. Blessed are those who possess it, and happy are they 
who are trying to cultivate it. 

Let us all go into the business of cultivating loving tongues.— George R. 



Aim — Now, therefore, fear the Lord and serve Him in sincerity and in 
truth. — ^Joshua 24: 14. 

Result Desired — Habits of reverence established for the Lord and His 

Development of Lesson Twelve: 

Use the aims and memory gems given for each of the lessons for this 
month and use them as a basis for a talk with the children to make clear in 
their minds the meaning of the third commandment. Be careful to explain 
both sides, the reward as well as the punishment, the positive as well as the 

Memory Gem: 

"Do not say one thing and mean another.' 

The Heart Behind the Words: 

What makes the words you and I speak worth anything? What if not 
the cost? 

When Henry Clay said, "I had rather be right than president," the world 
caught up the words and their echo has been ringing ever since. They will 
always be the text for exhortations to manly conduct in times of crisis. 
Why? Because it cost Henry Clay something to speak as he did. He 
wanted to be president. It had been a lifelong ambition. Steadily he had 
been working toward the summit of his aspiration. It seemed at one time 
as if nothing could stand in his way that might not be crowded aside by 
this man ot eloquence. Then all at once came the testing time, "Right or 
president?" — that was the question witn Mr. Clay now. And with those 
brave words he settled it for himself for all time. He never was president. 
That was the price he paid. But was it too dear? 

The heart behind the word is what counts. It is grand to speak words 
of power; it is grander to live so that that power shall be the dominant note 
in one*s character. Sometimes, when the sun shines it is easy to stand 
steadily before the eye of God and man and say beautiful things. It is when 
.'ic sunshine creeps behind the cloud and the storm is lowering that it costs 


to be true. That is the time when we need to look deep into the heart and 
ask: 'Shall I put my life back of my words?" If we cannot say "Yes" to 
that, no matter what may be the world's estimate of us, in the sight of God 
we are only miserable failures. — Selected. 

The Real Miss Blank. 

Somehow I cannot feel very friendly and cordial toward Miss Blank," 
said one girl to another. "She does not ring true, although I cannot tell just 
what the trouble is. Do you ever feel much like that when you talk with 

The other girl laughed before she answered: "Yes, I do; and I had 
often wondered if anyone else felt so. But I think I know what lies at the 
root of the trouble. She is not the real Miss Blank at all, but only an imi- 

"What do you mean?" was the astonished question, while visions of an 
imposter masquerading under the name of an absent girl floated through 
her mind. 

Again her friend laughed. "Oh, not that she is not the actual individual, 
but that she tries to be different from what she really is. Did you ever notice 
that she laughs affectedly almost exactly lixce Miss Bee, and tosses her head 
like Jennie Williams, and says, 'Really, how funny!' just like Sue Brown — 
and lots of other things like other people? When she first came here she 
was a quiet, pleasant little person with a cheerful laugh and a rather old- 
fashioned but attractive way of saying things. I suppose she thought she 
had better try to be up-to-date — you know she came here from a little coun- 
try village. But she has spoiled her own individualism and gained nothing 
by trying to adopt that of others. It does not fit her; and if she could see 
how much nicer she was when she was the real Miss Blank, and not a 
patchwork of half a dozen girls, she would surely change back as quickly as 
ever she could. Don't you think so? — Selected. 

Fourth Grade. 

(Children ten and eleven years of age.) 

Subject for the Year— The Word of Wisdom. 
Topic for the Month of March — Drink. 

1. Water. 

2. Milk. 

3. Other Drinks. 

4. Glorifying the Body. 



Aim — The value of water. 

Result Desired — An apprecial on on the children's part strengthened for 
the goodness of God. 

Memory Gem: 

My son forget not my law; but let thine heart keep my command- 
ments: For length of days, and long life, and peace, shall they add to 
thee. — Proverbs 3: 1-2. 


Suggestive Talk: 

"We could not live without water, it is as necessary as food. The body 
needs it to keep well and we crave for it even more than ile crave for 
food. Three quarters of the body is water, so we need three times as much 
water as solid food. 

If you suck your cheeks you can soon fill your mouth with fluid. Most 
of this fluid is water and it is in your mouth all the time. When you cry 
there is an overflow of water and it runs down your cheeks, then we call 
it tears. There are little bags near the corner of your eyes which are 
called tear-ducts and when you feel badly or are hurt vou wrinkle up the 
muscles of your face and that squeezes the little bags so they run over. 
In the summer time our hands get very moist and we need a handkerchief 
to keep them dry. It is the water which is under the skin and the warm 
weather makes it come out on the surface. There is water under the skin 
all over the body. Most of the body is very moist and some of it is al- 
together liquid. You have seen blood, it is almost a^ thin as water, and it 
needs to be for it carries the food quickly through the body. 

Everything we eat contains water, even a dry cracker. Meat is three 
parts water and potatoes are about the same. But we must drink water and 
plenty of it. You take a drink of water and it is like giving it to a thirsty 
plant, it is soon used up by the body. When you need water you feel 
thirsty. And nothing satisfies thirst like good, pure water. 

The water or liquid which you feel in your mouth is a very important 
liquid because it helps to make the food you eat into the material which 
makes your body. There is a liquid or juice in the stomach, also, which does 
its part. When you take food into your mouth and masticate or chew it 
this liquid comes out of the glands and is mixed with the food as it is 
moved about in the mouth. If you put water or other liquid in the mouth 
at the same time you "thin" the juice so it cannot do its work well, so do 
not put food and liquid in your mouth at the same time. It is better to 
drink but little when you eat. 

We cannot be too careful to have our drinking water pure. Pure 
water is as important as pure food. People are often made ill by drinking 
impure water. When a great many people are ill from this cause, we call 
the illness an "epidemic." Water is important to our health, we should be 
sure to drink enough of it. A person should drink about two quarts, or 
eight glasses, daily. In very warm weather, we need even more. The body 
in a healthy state throws off nearly two quarts every day, through the skin, 
lungs and kidneys, and we should drink a little more than that to keep up 
the proper supply of moisture." , 

Plenty of good water is a great blessing, and the people of the Lord 
are very grateful for a bountiful supply. 

When the Lord desired to punish the Egyptians he made the waters 
which they used unfit for people to drink. Relate this incident, see Exodus 
7: 14-21. If desired some of the following may be related to show the 
great value of good water. 

The waters of Marah, Exodus 15:22-25. Smiting the rock, Exodus 
17: 1-7. Use also the 23rd Psalm and verses 33 'to 38 of the 107th Psalm to 
show that plenty of good water is something for which we should all be 

Questions on the Lesson. 

What are two great needs of the body? Food and drink. 

How do you know when you need a drink? 

How much of the body is water? 

What makes the water come out of your eyes when you cry? 

What makes your hands moist in warm weather? 

What moistens food in your mouth? 

Why is it better not to put liquid and solid food in your mouth at the 
same time? 


How much water should we drink in a day? 

What happens sometimes when people drink water that is impure r 

What would happen to us if the Lord should decide not to send m> 

plenty of water? 

How do we get our water supply? Snow and rain. Be sure to make 
clear how the water is preserved in the mountains by the Lord. 

The following beautiful legend may be related. 

Story: "The Great Dipner." 

There is a beautiful legend told of the Great Dipper which begms ir 
the dear old-fashioned way. "Once upon a time there was a little girl * 
The little girl lived in a country where there had been no rain for many 
months. Her mother" was ill and almost dying with thirst, so one day the 
child took a small dipper and went into the woods and prayed that her 
dipper be filled. Then she fell asleep, and when she awoke the dipper wa-^ 
overflowing with fresh, clear water. Gladly she took it up to run home tt. 
her mother, but when she reached her bedside the mother said, "You drink 
first, for you are more tired and thirsty now than I am," and as the little 
girl took the dipper she saw, to her wonder, that it had turned to silver in 
her mother's hand. Just as the little daughter was going to sip a few drops 
of the precious water the mother's nurse came into the room, and so weary 
did she look that the child held out the dipper to her. telling her to drink 
And as the nurse took the dipper it changed from silver to burnished gold 
"We will divide it among us," said the nurse, but as she spoke a tired trav- 
eler knocked at the door, and with one accord the mother and the daughter 
and the nurse said, '*Let him drink first." The stranger smiled and took 
the dipper, and immediately seven gleaming jewels glowed in its bowl and 
handle, and a great glory shone in the room. The sparkling water over- 
flowed to the ground, and a marvelous fountain sprang up, quickly becomint: 
a beautiful river which wound in and out through the thirsty land, bringing 
relief and comfort to everyone. "Blessed is he who gives even a cup oi; 
cold water in my name," said the stranger, and immediately the seven 
glowing jewels floated up and up into the skies, where they may be seer. 
on clear nights, ever speaking of love and unselfishness to the little folks 
who have learned to love this old legend and the seven glowing stars whicli 
form the great golden dipper. 



Aim — For the Lord giveth wisdom; out of His mouth cometh know!- 
edge and understanding. — Proverbs 2:6. 

Result Desired — Gratitude for the good things which we enjoy, and 
for wisdom to choose that which will be for the best good and comfort oi 
the children of the Lord. 

Suggestive Talk. 

"Next to water, milk is the best drink. It is both drink and food. I' 
satisfies thirst and hunger. It should be the only food for small children 
and is good for people of any age. 

Milk is very useful in connection with other foods and with it we can 
make many varieties of healthy and delicious foods to eat. 

We need great quantities of milk. That means taking care of cow>. 
planting and harvesting many fields of hay, lucern and other things tha: 
make good food for animals. Cows are not the only animals whose milk i- 
used for food, goats, sheep and camels have all been trained to give their 
milk for food for man. 

Since milk is so generally used, care should be taken to have it fresh 
and pure. Those who have lived in the country and have helped to milk 


the cows know how it looks. At first it is yellowish white, but after stand- 
me awhile the thick yellow cream rises to the top. Unfortunately, city 
milk sometimes looks bluish white because water has been addcd^ to it. We 
need to use milk when it is fresh, for it soon turns sour. Sour milk may 
sometimes be used for cooking, but it is not good for drinking. 

We wish milk to be not only sweet but pure, that is, milk with tioth- 
mg either added to it or taken from it. 

Sometimes water is added and the milk is made very thin. Some- 
times certain substances are added to keep the milk from souring. 

We never like to find dirt in the bottom of a glass of milk. This means 
lack of cleanliness in the care of the milk. The stable should be clean, the 
cows clean, the attendants clean, and all milking oails and nans clean. In 
short, cleanliness should be the rule from the milking to the drinking of 
fnilk. Care should be taken to keep the cows well, for milk from sick cows 
IS not good to drink." 

Questions on the Lesson. 

What is the next best drink to water? 

What does milk supply to the body? 

For whom is milk a good food and drink? 

Can milk be used in other ways than as a drink? Let the children go 
nito details as to the uses of milk. 

How are cows usually cared for? 

What makes good food for a cow in winter? In summer? 

How is the food procured for the cow? 

In what way does the Lord assist the farmer in raising lucern and 

What other animals give milk that is sometimes used for food? 

Have any of you ever milked a cow? 

Have any of you ever seen a cow milked? 

Describe the appearance of good milk. 

How can you tell when milk is not clean? 

What sometimes happens when milk is used that is not clean and pure? 

What do you think of a person who sells milk and keeps his cows in 
Kood condition, whose barns, the milkers and all pails, pans, etc. are kept 
perfectly clean? 

What is the health of people who use good plain food? 

What does the Lord say will be the reward for those who observe His 
'aw about eating and drinkinr? Read paragraps 18-21 of the Word of 

What is the Golden Rule? 

If a person keeps himself in the best condition how is he keeping the 
Golden Rule? 

Review the story of The Golden Dipper. 

Story: "Why Falls did not Hurt." 

In a recent magazine a writer described his visit to a Long Island 
• state, where a company of young men were working about the trunks and 
•jp in the branches of the trees. They were under the direction of a *'trec 
doctor," who had been engaged to treat the trees for diseases, preciselv as 
a physician treats human patients. "The young fellows were working with 
augers, saws, rope and tackle, chains, paint pots, hammers, and even curry 
--ombs," the visitor wrote. 

He was much disturbed when he saw one of the l)oys hanging by one 
knee and braced by the other near the top of a high elm. He was chiseling 
oat a hole in a comparatively small branch. 

"Don't the boys meet with severe accidents?" he asked the "tree doctor," 
when he was able to take his eyes away from the climber. The answer is 
worth remembering. 


"No, not often. They occasionally get a tumble on the soft earth, but 
rarely break any bones. None of these boys, several of whom are gradu- 
ates from agricultural colleges, uses intoxicants in any form. They live 
on a simple diet of the most wholesome foods, keep good hours, and have 
exemplary habits. I select them with close attention to these qualities. 
Their muscles are tough and elastic, their nerves are strong, and they climb 
and hang like monkeys." 

Surely it is unnecessary to add a single word of comment. The tree 
doctor preached a sermon not easily forgotten. — Selected. 


Other Drinks. 

Aim — "To preserve health is a moral and religious duty." 
Result Desired — The desire increased to know what is best for the 

Suggestive Talk. 

"The devil never asks anyone to go all the way home with him." This 
saying we noted long years ago, and many an occurrence has reminded us 
of it since. It is like a rebus that was given to us to solve when a child: 
"The beginnings of sin in all cases is too small to excite alarm." This is a 
truth that boys and girls would do well to remember. While it is true that 
young people live more in the present than in the future, they should get 
into the future just as fast as they can. Man has been defined as the for- 
ward-looking animal; and this is right, only the average man docs not 
look as far forward as he ought to. Everyone who is wise looks ahead; 
it is the fool that drives or drifts heedlessly on. Things, as well as chil- 
dren, grow. What looks small today may grow into somethinsr large and 
bad by and by. It is easy for us to begin doing a bad thing if it is small 
or if we think it small. In reality nothing is small that leads to^ large re- 
sults. Of course the devil does not ask us to go all the way home with him; 
he knows that we would not think of doing it. But if he asks us to go a feu- 
steps with him, and if the path looks smooth and flowery, we say, "Well, 
there can't be any harm in going just that little way." The boy begins with 
cigarettes and goes on to black pipe, strong enough to sicken a horse. He 
begins with small beer and goes on to whiskey. He begins with fibs and 
little "white lies," and goes on to all kinds of big lies and frauds and per- 
juries. O, yes; it is the first step that need watching; and as to the devil, 
one single step in his company is too many." 

May Sutton Tells American Girls How to be Healthy and Graceful 

San Francisco, Cal. 

Don't drink coffee. 

Don't drink tea. 

Don't exercise too much. 
These three don'ts constitute the advice of Miss May Sutton, cham- 
pion woman tennis player of the world, to girls who would go in seriously 
and systematically for athletics. 

Eat what you want. 

Take long walks. 

Get all the fresh air you can. 

These are the three rules Miss Sutton lays down for girls who desire 
merely to be strong and healthv. 

The little champion recently appeared on courts in San Francisco in a 
series of exhibition matches. It had been reported that she was not in the 
best of health, but that she gave no indication of having "gone back," play- 


ing her strong game that made her world's champion, with her same old 
dash and accuracy. 

At the close of the series Miss Sutton was asked to tell what system 
of training she had found most effective and what, in her opinion, is the best 
form of exercise and diet for the average American girl. In part she said: 

"While I advocate hearty eating, I cannot say too much against the 
use of tea or coffee. They are nerve destroyers and no one can be healthy 
who persists in their use. 

"To much exercise is as bad as too little. Walking is the best exercise 
there is. Early each morning, after drinking a glass of hot water, dressed 
in loose clothing, I walk for nearly an hour. 

"Athletics should receive some attention from every girl. If her time 
precludes the playing of tennis or golf she should take long walks in the 
open air, both before the morning and evening meal, throwing the head 
and shoulders back and taking long, deep draughts of that which money 
cannot buy but is in reach of the poor as well as the rich — pure air. 

"Pure air and a moderate amount of exercise I cannot too strongly im- 
press upon girls as being the only secret of health and grace. Medicine for 
that out-of-sorts feeling may cause girls to imagine they feel all right, but 
what they really need is more fresh air and not quite so much sitting around 
the house in tight-fitting clothes as a great many of them do." 

Miss Sutton is declared by physicians to be a perfect athlete. Tennis 
experts declare that every movement is "a picture." — Lexington (Ky.) 

Questions on the Lesson. 

There is a still small voice which speaks to us and which may be a 
great help to us. What do we call this voice? 

Do you ever listen to another voice which if obeyed would lead us 
into trouble. What do we call this voice? 

What is the value to us in having a good spirit and an evil spirit try- 
ing to direct us in what we do? This is an opportunity where the thought 
may be developed that strength comes to him who overcomes. 

How do habits grow? 

How do we overcome a bad habit? 

What is coffee and how is it used? 

What is tea and how is it used? 

What is the value of tea and coffee as a food or drink? 

What is your opinion about drink which causes a person to lose control 
of their senses and very often causes serious disease in body? 

Note — If more is needed for this lesson, use some of the material 
found in the August number of The Children's Friend for 1909. 

Story: "The Trap." 

"Take care!" 

But Tom did not take care quickly enough, and he lost the race. It 
was a bicycle race. Tom felt sure that he would win it. He thought his 
bicycle was the fastest in town, and he had practiced till he could ride it 
very well. But, when he was riding to the race, he was thinking so much 
about the prize, that he forgot to watch where he rode. A bit of broken 
glass, with sharp, projecting edges, lay in the way. Tom rode straight 
over it and punctured his tire. There was no time to mend it, and so he 
lost the race. 

Our lesson today bids us take heed. It tells us of something more 
dangerous to us than broken glass to bicycle tires. Many a man has been 
prepared to do great things and has spoiled his chance bv drunkenness. 

You remember the rhyme you learned when vou were little children in 
school, begmnmg. 


"Once a trap was baited 
With a piece of cheese." 
You remember the story of the foolish little mouse who hung round 
the trap, sniffing the cheese with delight and wishing that he had a bite of it 
"There's danger/' said an old rat. "Be careful where you go." But the 
young mouse answered pertly, "Nonsense! I don't think you know." 

He did want at least one crumb of that cheese that smelled so good 
So he walked up to it. He put his nose inside the trap. He took a little 
nibble. Then he took a bite. 

"Close the trap together 

Snapped as quick as wink, 
Catching mousey fast there, 
'Cause he didn't think." 
Wasn't that a foolish little mouse to go right up to the trap thai would 
catch and kill him, and put his nose in it? But he wasn't one bit more 
foolish than the boy who begins to take drinks that have alcohol in them 
There are all sorts of traps set to catch boys, and make them like 
alcohol. Saloon keepers and liquor sellers know that when once the crav- 
ing is aroused it will grow stronger and stronger till it becomes a burning, 
torturing desire that never is satisfied. Then, the boys and men who have 
it will spend money at their shops to gratify it. Of course, they are in the 
husiness to make money. Their gains would cease if only those who love liquor 
drank it, for they would soon die off. So they do everything they can to make the 
l)oy want liquor. One saloon keeper put out barrels of cold water for the school 
<:hildrcn to drink in hot weather, and in each barrel he poured a quantity of liquor 
H) give them a liking for the taste. Another gave the children brandy drop^. 
and candy with liquor in it, to cultivate the taste. — Selected. 

Glorifying the Body. 

Aim — "Glorify God in your body." 

Result Desired — An appreciation of the wonders of the human body 
A strengthening of the power to resist temptation. 

Suggestive Talk. 

Give a careful review of the value of drink for the body. Review right 
and wrong drinks and their effects on the body, help the children to see 
the value to themselves in understanding what is in the Word of Wisdom 
Thait to know how to take care of the body is of the utmost importance 
That we owe gratitude to God for our wonderful bodies and their great 
])ossibilities for happiness and pleasure, and also, for the warnings which 
Uc sends to help us to choose between right and wrong. 

"Glorify God in your body." Latter-day Saints know, of course, that 
it is their duty and privilege to glorify God in their spiritual life. But they 
do not as a rule recognize as clearly their obligation to glorify God through 
their bodies. Indeed at times the ideal has been rather to despise the body. 
and to think that it was at least as well to have a weakly body and an un- 
lovely face as to have a strong body and a beautiful face; because the body 
was looked upon as an evil thing to be thwarted in every possible way. But 
the truth of the matter is that in every part of our being and by means of 
all the powers and faculties we possess we can and should find opportunity 
to glorify God. 

Now the world is inclined to worship physical strength and prowess, 
-ind one way that we can turn its attention Godward is bv showing that these 
things which are good in themselves and only become evil when misused 
or when taken out of their place and given under honor, are not only suit- 


able t" a Laiicr-day Saint, but reach their perfection in the Latter-day 
Saints. With equal natural advantages the Latter-day Saint should be 
healthier and stronger and braver and more beautiful in face and figure, 
than those who are not Latter-da" Saints. For God wishes His children to 
have all good things and to be "altogether lovely." 

Of course, soiritual beaut" is of far greater importance than that which 
i" merely physical, and it may sometimes be necessary in order to ac- 
centuate and foster the spiritual that the physical self should be without 
comeliness, and even at times without health. Perhaps this was true even 
of the incarnate Son of God, for Isaiah prophesied concerning Him, saying. 
He hath no form nor comeliness; and when we shall see Him, there is no 
beauty that we should desire Him." (Isa. 53:2.) 

But Jesus seems to have enjoyed good health, and if He had not beauty, 
at least His personal appearance was attractive to good men. It helped 
^eekers after truth to trust and love Him. We may be quite sure that He 
was able to glorify God in His body. And from His miracles of healing we 
!carn that health is to be considered the normal and desirable state for all. 
and that God is anxious to give health to all. The great thing needed in 
'•rder to regain lost health is a faith in God. He is anxious to give us all 
kjood things — that is, all things that are for us. Particular cases need par- 
ticular treatment. Christ healed the leprous and the blind and restored 
Paul's sight; but on the other hand Paul's thorn in the tlcsh was not re- 
moved, although he had felt it to be a hindrance to his work. 

As to how to keep healthv we in this generation have the Word of 
Wisdom to help us. Other instructions given us all come under a few 
general principles. One is that exercise of the body in all its parts is es- 
sential to its complete health. The lungs cannot be kept healthy if we 
never open them up by vigorous exercise and deep breathing; the stomach 
cannot be kept healthy if given only the easiest things to digest, or if 
habitually overloaded, or if not given rest between meals. 

Be temperate in all things, is another great rule. By taxing your bodilv 
powers up to the point where a healthy relaxation and tiredness supervenes 
one gains in health. By overdoing, one wastes his vitality and health. 
Just where the line is to be drawn, each individual must discover for him- 
self. A run that would be good for one would injure the heart or overstrain 
the lungs of another. A meal that would be none too large for one would 
cause indigestion in another. If we set our minds to the task we can dis- 
cover our own limitations and what is temperate living for us. 

And let us add, "Be clean" to our list — clean outside and in. This gives 
three physical rules for health: Exercise, Temperance, and Cleanliness. 

But other rules need to be added — such as. Be happw Of course, the 
spirit must be at ease if the body is to be healthy, and it is not strictly tem- 
perate to indulge in grief, or despair, or any unhappiness. God commands 
us to rejoice always, and both our spiritual health and our physical health 
; re dependent upon obedience to this command. To be able to rejoice al- 
ways, we must learn to trust God in everything and through everything. — 

Questions on the Lesson. 

Select such questions from the lessons for this month as you desire- 
and add others as desired to bring all the points in this month's work to- 
gether in a definite way. 

Story: "The Burning Mine." 

I read a mdst interesting account, the other day, of how a big coal mine 
in the Wyoming Valley in Pennsylvania, caught fire a few years ago from 
the falling of some lighted bits of wood down one of the shafts. They set 
the loose coal at the bottom on fire, and the smoke, and gas prevented tlic 


men from going down to put it out. The flames kept on eating downward 
and inward into the coal, and the superintendent could do only one thing 
— flood the mine, which is a heroic remedy, but R:enerally a sure one. 

Great pumps were set up by the river, which, fortunately, was near, and 
the water began pouring by gallons into the mine. Day after day, week 
after week, even month after month, the pumps worked away. At last, 
every nook and cranny in the mine, it was computed, must be full of water. 
Then the pumps stopped, and the water was allowed to stand in the work- 
ings for weeks, so as to make it doubly sure that the fire was quenched. 
One could look down into the shaft at a deep well of black water where 
the flames had begun. It seemed impossible that a spark could live after 
such a flood. So the pumps set to work again bravely, this time to pump 
out the water. It took just five months to do it, so you can guess how much 
water there was in the mine at the beginning. 

But when the water was all out, and the first exploring party of miners 
went down, what do you suppose they found? Why, in the farther end 
of the mine the fire was crackling and flaming away as merrily as ever, 
entirely unquenched. The air and gases generated by the fire had formed a 
sort of compressed cushion, holding back the water from reaching the 
burning coal, and though the fire had been a smoldering one, it had held its 
own against the flood. To work again the men had to go, boring holes 
to remove the gas when the water was next let in. This took nearly two 
years; then the pumps began again, the mine was flooded, left standing full 
of water, pumped out again; and at last, after three years, in all, from the 
falling of the lighted wood down the shaft, the fire was out, and the mine 
was safe — though the loss and expense of the whole thing was something 

Now, of one thing we can be certain — that that mine owner will al- 
ways take special precautions, after this, to prevent any burning material, 
no matter how small, from falling into his mine. He knows now, from 
vivid and costly experience, what mischief a little fire can cause. It would 
be a good thing, I am sure, if all our boys and girls realized this. too. A 
boy doesn't always understand that the whispered word, the hour of bad 
company, the single glass of wine, can drop a flaming brand deep into his 
heart, which months of effort and years of repentance cannot quench, but 
which goes on smouldering and destroying. The sin retreats into the deep- 
est part of his soul, but it is there burning, spreading, alive. Nothing but 
the steadiest, hardest fight can prevent it from utterly devouring the life 
into which it has found its way. Keeping it out would have been easy; 
drowning it out is a gigantic task, though it can and must be done before 
we are safe. — Barbara Griffiths. 

Fifth Grade. 

(Children twelve and thirteen years of age.) 


Subject for the Year— The Articles of Faith. 
Topic for the Month of March — Obedience. 

1. Faith. * 

2. Repentance. 

3. Baptism. 

4. The Gift of the Holy Ghost. 

Note to teacher: The principles of the gospel will be used as the basis 
for the lessons this month. The third and fourth of the Articles of Faith 
will be used together. The main aim of the four lessons is obedience. 


The interest in the lessons will be increased by the use of references 
which may be marked beforehand by the teacher and at the proper time 
read by a member of the class. It particularly is desirable that the boys and 
girls become accustomed to referring to the Bible and other Church works. 
For this purpose references will be given under "Questions on the lesson." 


Aim — Blessed are all they that put their trust in Him. — Psalms 2: 12. 

Development of Lesson Nine: 

Lecture four of the Articles of Faith by Talmage and chapters two and 
three of the Gospel by B. H. Roberts should be carefully read by the teach- 
er and used to explain to the class the meaning of Article Three. To tell 
simply the story of the Fall and the Atonement of Christ. 

The fall was the result of disobedience. 

The Atonement was a demonstration of willing and perfect obedience. 

The Fall and the Atonement are part of the plan of salvation as both 
were necessary to teach mankind how to submit and how to overcome. 
The Creator planned that His children should come to this earth to learn 
good and evil and by overcoming evil and acquiring good become one with 
our Savior and fit to dwell with Him in the mansions which He said He 
would prepare for the faithful. 

The members of the class should be helped to see the beauty as well 
as the value of faith in God and obedience to His laws. 

Questions on the Lesson: 

Recitation of third Article of Faith. 

What do you think is meant by the salvation of all mankind? 

Give a definition of salvation? (Have a dictionary ready, marked to 
answer this question.) 

What do mankind need to be delivered from? Read Romans 3:23. 

Can you think of any good that results from committing sin? 

Do you think that people do wrong wilfully or because they do not 
really understand? 

If very small children were left without the protection of older people 
could they take proper care of themselves? Why? 

Of what value are parents and teachers in the training of boys and 

In the Bible and Book of Mormon are many laws and rules for the 
guidance and protection of men and women. In our day we have revela- 
tions from the Lord to the Church. What good are they? (Refer to 
Ten Commandments, the Word of Wisdom, etc.) 

When you go to school, does the teacher have some plan by which you 
get knowledge without any effort on your part? 

If you are a success in school what must you do? 

We come to this earth, very much as we go to school, to learn, to 
know good from evil, pain and joy, and blessings of health and the suffer- 
ing of disease. What was the result of the Fall in the garden of Eden? 
Read Note Six, Lecture three of the Articles of Faith, by Talmage. 

Our Heavenly Father had a plan when the earth was made. He sent 
everyone of us here to learn certain things. What part did our Savior take 
in the plan of salvation? 

Do you think that He was following out His own ideas, or was some- 
one controlling the wonderful events of His life? 

What did the Savior say were the greatest commandments? Read 
Matthew 22:36-40. 


How did the Savior obev the first of these commandments? 

How did He obey the second? 

Were the people of the world very glad to entertain and honor the 
Savior, was He treated as a great and mighty King? 

How was He born? 

How did He die? 

Did He have faith in His Heavenly Father? 

What did Jesus say as He hung upon the cross which proves that Ht 
had faith in God and also was full of love for all mankind? Read Lukr 


Aim — Thus saith the Lord of hosts: Consider your ways. Haggai 1" 

Review of Lesson Nine: 

Use such of the questions from the last lesson, or others that will de- 
velop the knowledge of the plan of salvation. Emphasize the thought that 
the Lord has given His children the power to think, to study and under 
stand so that they may choose between the right and wrong. 

Development of Lesson Ten: 

The teacher should read carefully the lecture on Faith and Repentant 
in the Articles of Faith by Talmage, also chapters nine to fourteen in the 
Gospel by Roberts. 

From these references a talk should be given which will help the chil- 
dren to see that belief or knowledge must precede intelligent action. That 
God created this beautiful and wonderful world for a home or school to 
which He could send His children to pass through many experiences. In 
this school of life much liberty is granted, the children are not compelled 
all the time to obey all the rules, nor. for disobedience are they expelled 
or denied the privileges of the education. But, there are rewards and pun 
ishments which come, we do not always know or understand them when 
they come, but they are inevitable and we must learn the lesson that "As ye 
sow, that shall ye also reap." 

Questions on the Lesson: 

What do you think the Lord meant when He said, ''Consider yorr 

Does knowledge always keep you safe from harm or danger? Read 
paragraph 5, from lecture four in the Articles of Faith. 

Do we need to have Faith without knowledge? Read on page 529 oi 
the last December number of The Children's Friend the paragraph bt 
ginning, "Without faith in men and means," 

Do you believe that some day a flying machine will be invented tha* 
will "be a safe and rapid means of travel? Why? 

n you should take a piece of iron and throw it into a lake or rivr- 
what would happen to it? 

How do we know that iron may be made to float? Some description ■ ' 
large sailing vessels may be given in answering this question. 

What are some other wonderful things in usr ndw that our fathers an! 
grandfathers would have had no faith in? 

Did the inventors of any of these wonders have faith in the succe<;s "^ 
iheir inventions? 

How did they prove their faith? 

Do you ever read about the experiments which arc being made with 
flying machines? 


Have you noticed that recently a number of men have lost their lives in 
making experimental trips? 

If a fiying machine should come to your town and vou were invited to 
take a ride, what would you think about it and what would you do? 

If everybody was afraid and refused to fly how soon would we have a 
successful flying machine? 

Then what is meant by the saying, "Faith without works is dead." 

If we possess faith in God and in His plan for our salvation what must 
we do about ourselves, our habits, our dealings with one another? Read 
paragraph seventeen from lecture five of the Articles of Faith. 

What does Article four say? 

What is the necessity for repentance? Read paragraph twenty-five from 
lecture five of the Articles of Faith. 

How often do we do things that are wrong, perhaps only little thought- 
less acts, but how often are they happening? 

Who can give* us the greatest help in the finding out of bad habits and 
i^ive us strength to overcome them? 

What does the Lord say about those who succeed in overcoming? Read 
Revelations 21 : 7. 



Aim — If ye love nie, keep my commandments. — John 14: 15. 

Review of Lesson Ten. 

In the review use such questions as will strengthen the thought that 
all make mistakes, do things which are wrong and which work injury to the 
doer and to others and that it is only through persistent effort that we can 
overcome. Make plain the necessity for the struggle, that, "The virtue lies 
in the struggle, not in the prize." 

Development of Lesson Eleven. 

The teacher should read carefully the two lectures on baptism in the 
Articles of Faith, also chapters fifteen to eighteen in the Gospel by Roberts. 

A talk should be given to the class which will explain the principle of 
Baptism. The baptism of Jesus in the river Jordan should be described. 
Jesus came to the earth in obedience to His Father's command, and though 
without sin. He obeyed each principle of the gospel. He proved His faith, 
was baptized, received the jrift of the Holy Ghost, then went about teaching 
the people and, "doing good." As soon as people understood the plan which 
Jesus taught and were converted they were baptized, received the gift of 
ihe Holy Ghost and were expected to go about "doing good." 

Explain the necessity for the preaching of the Gospel today. How our 
fathers and brothers leave home to tell people in other lands the same story 
of the plan of salvation which Tesus taught. How we can read in the Bible, 
the Book of Mormon and in the revelations to the Prophet Joseph and know 
just what Jesus did and what He taught so that the Gospel can be taught 
iust as the Lord commanded it should be done. After people become mem- 
bers of the Church and have children it is right to teach them about the 
plan of salvation, but it is not necessary to wait until the children are grown 
up. They can have faith in God and be batpized when they become eight 
years of age. Then they, too, may go about "doing good." 

Questions on the Lesson. 

Recite Article Four? 

If a person does just as Article four states, to whom is he obedient.^ 
Why do you think it right to be obedient to the commands of the Lordr 
Who is benefitted in obeying any commandment of the Lord? 


Why should we love, the Lord? Read 1 John 4: 19. 

What do you think the Lord has done for you? This question may be 
discussed by all the class. The beauties of nature, the comforts of home, the 
enjoyments of talents may all be talked about as blessings from the Lord. 
The main point, however, is to help the children to understand that the cre- 
ation of the world, the people who live on it and their experiences are all 
part of the great plan of salvation. The special point in this lesson is to 
strengthen the thought that through the blessings of the Lord our parents 
are believers in the Gospel and their children have been priviliged to be 
born members and that having been taught faith and been baptized they 
have obeyed part of the plan of salvation. Now, to do the rest they must 
become acquainted with the life of our Savior and by doing the sam* things 
that He did, grow to be like Him. 

Many of the people who have lived upon this earth, died without know- 
ing anything about the plan of salvation. The Lord has told us that all men 
will have an opportunity to obey the Gospel plan. How- do you think this 
will be done? Read paragraph twenty-six, Lecture seven, of the Articles 
of Faith. 

Where is the work for the dead performed? Read paragraph thirty- 
four, thirty-six and thirty-seven, Lecture seven of the Articles of Faith. 

Do you know of any persons who have done work in a Temple for the 

Can any person go to the Temple? Why? 

To be a worker for the dead in the Temple is one of the greatest priv- 
ileges which a man or woman may enjoy. How may we be worthy when 
we are grown up to go there? 


The Gift of the Holy Ghost. 

Aim — To know the love of Christ, which passeth knowledge, that ye 
might be filled with all the fulness of God. Ephesians 3: 19. 

Review of Lesson Eleven. 

Use questions to emphasize the thought of the loving kindness of our 
Heavenly Father. Every individual born into the world will be given the 
opportunity to obey the commandments of God and rejoice and be happy 
as a result of obedience. 

Development of Lesson Twelve. 

Read Lecture eight of the Articles of Faith and chapter twenty-one 
of the Gospel by Roberts. 

Suggestions for Talk. 

"A crowd was gathered on a side walk of a city street watching a horse 
that was trying to pull a heavily loaded wagon up the steep grade. He tried 
hard enough, but everyone there knew that no matter how hard he tried he 
never could pull that wagon up the hill. Some of tjie men in the company 
offered to try to help, and putting their shoulders to the wheels pushed with 
all their might; and yet the wagon would not move. What was needed? 
Presently, a man came that way who had an empty wagon drawn by two 
strong horses, and he quickly saw that he could help. Fastening a rope to 
the pole of the loaded wagon and to the rear of his own wagon, in less time 
than it takes to tell it, the three horses had pulled the heavy load to the top 
of the hill. What did the man with the two horses give to the man with the 
loaded wagon? 

Here is a girl in school. It is after school hours, but still sfce sta)rs, 
frowning over a hard problem on the paper before her. She has tried dor- 


ens of times to solve it, but the right answer seems to be as far away as 
ever. The trouble is she does not know the rule by which the work must 
be done. Presently, the teacher comes and sits down beside her, gives her 
the knowledge that she needs about the rule, and before very long the prob- 
lem is solved. What was needed? 

Here is a boy who has made up his mind that he is going to be a 
Latter-day Saint. He is going to understand what the Lord expects him 
to do. But it is not easy, it is up parade, and the boy finds that the things he 
wants to do are some of the things which will prevent him from reaching 
his ambition. He wants to keep on climbing, even if the grade is steep, 
but he has not strength enough to go forward or to overcome some thingS^ 
which are constantly pulling him back. 

Jesus knew just how hard the journey of this life could be because He 
walked every step of it, from the manger cradle in Bethlehem through child- 
hood, youth, and manhood, in the village home, in school, in the carpenter 
shop and as a teacher, and He knew that not even His disciples who had 
been with Him in such close companionship and listened to His teachings 
day after day, could have strength to bear and do alone the hard things 
that would come to them after He was gone, and so He told them of the 

Qoestions on the Lesson. 

Recite Article Four. 

Why did the Lord give us certain things to do that would give us the 
right to be known as members of His Church? 

How do we know that these principles and ordinances were observed 
by Jesus? (Be sure to add that we have the testimony of the Prophet Jos- 
eph Smith as well as the records in the Bible and Book of Mormon.) 

Why has it been said that "No man doth safely rule but he that hath 
learned gladly to obey?" 

What is meant by "safely" in this quotation? 

What is meant by "learned gladly to obey?" 

Why do we say that "Knowledge is power?" 

We have tried in our class to get knowledge, knowledge that will help 
ns to be obedient to the commandments of the Lord. But sometimes we 
arc like the girl in school, we have a problem which we would like to solve 
but cannot do it alone. What do we need? 

What are some of our problems in which we need help? Overcoming of 
bad habits; the resisting of temptation, etc. 

When you have been in trouble did you find it helpful to go to the Lord 
and tell Him about it? Encourage the class to relate instances of answers 
to prayer. 

There are a number of gifts which come to those who obey the prin- 
ciples of the gospel. What arc they? Read Mark 16: 17-18. 

Can you tell of an instance where you have been guided right or been 
protected from danger by the promptings of the Spirit of the Lord? Have 
a number of such instances ready for use if necessary, they can be found 
in back numbers of the "Friend" and in many of the Faith Promoting Series. 



Read to remember. Make a practice of talking over the books you 
read. If your memory is untrustworthy, get a blank book, and write 
down an outline of the story and the names of the principal character.^ 
The book which is worth reading is worth remembering, and if one 
reading is not enough, go through it again and yet again. One good 
hook mastered is worth a score skimmed over. 


Keep a list of the books you read this year, and make it a list to 
l)c proud of. See that every book that is honored by a place there i^ 
worth your while. Don't let a single trashy, silly volume creep in 
Don't have the list too long. No girl can do justice to a hundred good 
books in a year. And don't have it all of a kind. See that a little biog- 
raphy, a little history and a little poetry are mixed in with the stories 


It is a good thing to know something about the authors of tht 
books you enjoy. Almost always their own experiences creep into their 
description of other people's lives, and it is a great pleasure to recog- 
nize them in their own characters. Then too, you understand which 
helped to make him what he was. It is not always easy to find out 
much that is trustworthy about the latest authors, but all good libraries 
have excellent biographies of the standard writers, and the girl wh(' 
reads them will find a new charm in their works, no matter how mncb 
she has enjoyed them before. 


Even well-posted girls are always running across new words in 
their reading, or meeting with allusions they do not understand. Scwnt 
girls pass over these things without noticing them. They are in too 
much of a hurry to know what hap|>ens next, to stop for a strangi 
word or a perplexing reference. But another kind of girl goes to tht 
dictionary and looks up the word that is new to her, and keeps the al- 
lusion in mind until she has time to find out its significance. This girl 
is the real reader. She is not content with getting a general idea of 
what the author is aiming at, but wants to know his full meaning. And 
the result is that every book she finishes means that there has been some 
thing definite added to the sum of her knowledge. Have a dictionas} 
handy when you do your reading. To get the worth of a book, you 
must know what its words mean. 


The CHILDREN'S Friend 


Vol. IX. MARCH, 1910. No. 3. 


"Play us a tune," cried the children, 

"Something merry and sweet. 
Like birds that sing in the summer, 

Or nodding o'er the wheat. 
Dancing across the meadows 

While the warm sun bums and glows. 
Till we fancy we smell in winter 

The breath of the sweet June rose." 

"Play us a tune," said the mother, 

"Something tender and low. 
Like a thought that comes in autumn. 

When the leaves are ready to go ; 
When the fire on the hearth is lighted. 

And we know not which is best, 
The long, bright evening coming. 

Or the long, bright days at rest." 

And the dear little artist bending 

Over the swaying bow, 
Drew tones so merry and gladsome. 

And tones so soft and low, 
That we scarce could tell, who listened, 

Which song had the sweetest words, 
The one that sang of the fireside 

Or the one that sang of the birds. 

— Mary Elizabeth Blake. 


Jn "Our Dumb Animals" was found the following story, told by a 
veterinary surgeon : 

"I was a full-fledged M.D. once, and never should have thought 
o!; adopting my present profession if it hadn't been for a queer accident 
when I first hung out my shingle. 


"I had a rich neighbor, a man I was bound to propitiate ; and the 
very first call I had, after days of waiting for patients who didn't come, 
was to his barn to see what was the matter with his sick mare. I cured 
the mare, and took in my shingle ; for from that day to this I've never 
prescribed for a human being. I had won a reputation as a veterinary 
surgeon and had to stick to it. But that's neither here nor there. Only 
if you think animals can't show gratitude and aflFection, perhaps you'll 
change your mind. 

"When I'd been in business a year or two, I sent for my brother 
Dick. He was a wonderful chap with all kinds of animals; and I 
thought perhaps I could work out of my part of it and leave that for 
him. I never did, for Dick's a cotton broker in New York, now, and I 
should have to begin all over again to make a first-rate physician. But 
that's what I meant to be then. 

"The very next day after Dick came I got a telegram from P. T. 
Barnum. I'd been down there once or twice to his own stables, and he 
had a good deal of faith in me. The dispatch was : 

" *Hebe has hurt her foot. Come at once !' 

"Hebe was a favorite elephant — a splendid creature, and worth a 
small fortune. 

"Well, I confess I hesitated. I distrusted my own ability and 
dreaded the result. But Dick was determined to go, and go we did. 
When we got out of the cars, Barnum himself was there with a splen- 
did pair of matched grays. He eyed me dubiously. T'd forgotten you 
were such a little fellow,' he said, in a discouraged tone. 'I'm afraid 
you can't help her.' His distrust put me on my mettle. 

" *Mr. Barnum,' said T, getting into the carriage, *if it comes to a 
hand-to-hand fight between Hebe and me, I don't believe an extra foot 
or two of height would help me any.' 

"He laughed outright, and began telling me how the elephant was 
hurt. She had stepped on a nail or bit of iron, and it had penetrated 
the tender part of her foot. She was in intense agony and almost wild 
with the pain. 

"Long before we reached the inclosure in which she was, we could 
hear her piteous trumpeting; and when we entered we found her on 
three legs, swinging the hurt foot slowly backward and forward, and 
uttering long cries of anguish. Such dumb misery in her looks — poor 
thing ! 

"Even Dick quailed, now. 'You can never get near her,' he whis- 
pered. 'She'll kill you, sure.' 

"Her keeper divined what he said. 'Don't be afraid, sir,' he called 
out to nie. 'Hebe's got sense.' 

"I took my box of instruments from Mr. Barnum. 

" 'I like your pluck, my boy,' he said, heartily ; but I own that I felt 
rather queer and shaky as I went up to the huge beast. 

"The men employed about the show came round us curiously, but 


at a respectfully and eminently safe distance, as I bent down to exam- 
ine the foot. 

"While I was doing so, as gently as I could, I felt, to my horror, 
a slight touch on my hair. It was as light as a woman's ; but as I 
turned and saw the great trunk behind me it had an awful suggestive- 


" 'She's only curling your hair,' sang out the keeper. 'Don't mind 


" *I shall have to cut, and cut deep,' said I, by way of reply. He 
said a few words in some lingo which were evidently intended for the 
elephant's understanding. Then he shouted with the utmost coolness, 
*Cut away!' 

"The man's faith inspired me. There he stood, absolutely unpro- 
tected, directly in front of the great creature, and quietly jabbered 
away to her as if this were an everyday occurrence. 

"Well, I made one gash with the knife. I felt the g^asp on my 
hair tighten perceptibly, yet not ungently. Cold drops of perspiration 
stood out all over me. 

" 'Shall I cut again ?' I managed to call out. 

" 'Cut away !' came again tlie encouraging response. 

"This stroke did the work. A great mass of fetid matter fol- 
lowed the passage of the knife ; the abscess was lanced. We sprayed 
out the foot, packed it with oakum and bound it up. The relief must 
have been immediate, for the grasp on my hair relaxed, the elephant 
drew a long, almost human sigh, and — well, I don't know what hap- 
pened next, for I fainted dead away. Dick must have finished the busi- 
ness, and picked up me and my tools ; I was as limp as a rag. 

"It must have been a year and a half after this happened that I was 
called to western Massachusetts to see some fancy horses. Bamum's 
circus happened to be there. You may be sure that I called to inquire 
for my distinguished patient. 

" 'Hebe's well and hearty, sir,' the keeper answered me. 'Come 
in and see her, she'll be glad to see you.' 

"Nonsense !' said I though I confess I had a keen curiosity to see 
if she would know me, as I stepped into the tent. 

"There she stood, the beauty, as well as ever. For a moment she 
looked at me indifferently, then steadily and with interest. She next 
reached out her trunk, and laid it carressingly first on my shoulder and 
then on my hair — how vividly her touch brought back to my mind the 
cold shivers I endured at my introduction to her ! — and then she slowly 
lifted up her foot, now whole and healthy, and showed it to me. That's 
the truth !"— Selected. 




"Here's a chance cc earn some money, Karl." 

"Where, father? What is it? I'll do anything. 

"Listen ! *A reward of two lollars is offered for the return of a 
parrot that escaped from its cage this morning at 98 South Broad Street. 
Didn't I hear you say that somebody saw a parrot about here to-day?" 

"Yes, sir; tell mother I'll be back soon," and Karl went off on a 
run down the street to Leon's home. "Where was that parrot you saw 
this morning?" he asked excitedly, when he met Leon. 

"Over on Cottage Street right at the corner, in a big apple tree. 
Some boys were throwing apples at it." 

"Pshaw! that was too bad. Do you know that there's a reward 
of two dollars offered to the fellow who takes it home?" 

"Do you mean it, Karl ? Come on, that's worth trying for." The 
boys were soon on the Cottage Street corner, and a little girl was just 
going in at the gate. "Did you see a parrot up in your tree this morn- 
ing?" asked Karl. 

"Yes, there were some boys teasing it, and mother sent them 

"Where did it go?" 

"Down in the Collins' lot. It spoiled a lot of our seckel pears." 

"That's too bad," said Leon, "we will make sure that it doesn't 
trouble you again." They ran down to the orchard and after a long 
search the bird was found on a high branch in an apple tree. 

"How can we get at it?" asked Leon. 

"Have to climb, of course." 

"Well, what then ?" 

"Can't tell till I get there." Karl climbed the tree, talking pleas- 
antly to the bird, "Pretty Poll, nice Polly." There was no response 
from Polly till he reached out toward her when she said, "Good-by," 
and swinging down to a lower limb she took a short flight to the nearest 
tree. This was repeated several times, Leon taking his turn in climb- 
ing and succeeding once in reaching Polly who gave him a sharp nip 
with her beak and flew off with a taunting, "He, he, he !" 

It was growing dark. "We must wait till morning," Karl said. 
"It's too bad." 

"We never can catch it ; it bites like everj'thing," said Leon. 

"I'm not going to give it up, yet." 

"All right, let me know when you get it," and the boys went to 
their homes. 

Next morning at six o'clock Karl went to the orchard and soon 
found Polly who was more socially inclined, croaking an answer to his 
attempts at conversation. 

"How are you, Polly?" 

"Pretty well, thank you. Polly's hungry." 


Karl had brought crackers and. loaf sugar in his pockets ; he was 
able to get near enough to offer a cracker which she took graciously but 
ate with her sharp eyes on the boy. Then a piece of sugar was held 
out. This, too, was accepted but dropped, and a hasty flight made. 
Karl became angry as this was several times repeated. 

"I will get you," he exclaimed through his shut teeth, and his 
preserverance was rewarded, for at last Polly not only took the sugar 
but began eating it, and Karl threw a bag over the bird and it was cap- 

"Murder! Thieves!" Polly screamed, and before he reached the 
ground she took a piece of flesh out of the boy*s hand with her cruel 

It was not a long run down Broad Street. Karl rang the bell at 
98 and a lady came to the door. 

"Good morning," she said, "have you brought my Polly?** 

"Hello, mother ! Let me out," called the bird in muffled tones. 
Glad indeed was she to see her truant pet, who emerged with badly 
ruffled plumage. 

Karl would not wait for her to dress his hand though it was 
bleeding profusely, but ran home with a crisp two dollar bill, Polly 
screaming, "Come again, ha, ha!" 

He stopped a minute at Leon's home. "I wish I hadn't given up 
so soon," said his comrade. — Mary A. Wood. 


"Sister Mary isn't very well," said Marian ; "she didn't sleep much 
last night." 

Sister Mary was the rag doll who slept with Marian, ate with 
her, rode with her, walked with her, did everything that Marian did 
as nearly as a rag doll could. She was named for Brother Frank's 
wife, who had made her for Marian, and who was Sister Mary, too. 

"If my face were as dirty as Sister Mary's," said mother, "I think 
I would feel very bad. Let's put her in the wash, and perhaps Aunt 
Jane can make her well." 

Put Sister Mary in the wash ! Marian shook her head. "I don't 
believe she would feel better," she said. But mother insisted, and fi- 
nally found a doll that had been hers when she was a little girl; so 
Marian decided to let it take the place of Sister Mary for one day. 

"Her name is Mary, too," said mother. "I didn't know when I 
played with her that I would have a daughter-in-law named Mary and 
a little girl named Mary, and a little girl's doll named Mary." 

The new doll wore a funny, old-fashioned dress, yellow with age ; 
for she had not been played with since mother was a little girl. Marian 
and mother made her a dress, while Sister Mary tumbled about in the 
big boiler, and later hung by her toes on the clothesline. 


While mother sewed, Marian stuck pins into Mary's sawdust sides. 
Sister Mary was filled with cotton, and wasn't easy to stick. But 
Mary's body was weak with old age, and one of the pins made a little 
torn place. Marian looked frightened, while the sawdust ran out in a 
tiny stream until Mary's body was very thin. Then Marian felt some- 
thing hard. She moved it about, and pulled it out. Just then mother 
looked up. 

"Why, my little ring!" she said. "I lost it forty years ago. I re- 
member now pushing it in where Mary's arm was off, and then I sup- 
pose I forgot it and mother sewed the arm on ; so we never found the 
ring, though I remember how mother searched for it." 

So mother slipped the ring on Marian's finger, and it fitted exactly, 
because forty years ago mother had been only three years old. — Allie 
Foster Temple. 



Two little boys they are, and they live with their father and mother 
in a house made of big leaves. 

Perhaps you think they are only make-believe boys, because they 
have such strange names and live in such a strange house. But they 
are really, truly boys. All the people about them have strange names 
and live in just such houses as theirs. 

These two brothers, have a playhouse, too, which their father made 
for them. Three or four leaves were enough to make the playhouse, 
for they were larger leaves than you ever saw. You could not lift one 
of them, or even drag it along the ground. 

These two boys live far off, on a little island not much larger than 
one farm ; and all around that island is water, water, water, as far as 
they can see. 

They never in all their lives saw so many people as you see every 
time you go down town. They never go riding, except in a little canoe 
on the water, for there are no horses or carriages or cars or bicycles on 
that little island. 

These small boys, Hot Water and Cold Water, have a stove of 
their own, just like their mother's, only smaller, to play cook on. But 
such a stove ! They made it themselves. First they dug a hole in the 
ground, about as large as a wash bowl, then they put stones all over the 
bottom of the hole. That is their stove. 

Do you wonder how they cook on such a stove ? They do as they 
see their mother do, and she would not know how to cook on any other 
kind of stove, for she never saw any other kind. She builds a fire on 
the top of the stones, and that makes them very hot; then, when the 
tire is burned out, she puts food on the hot stones, and covers it witli 
leaves — smaller ones than are used for building the houses — and there 


• she lets the food stay for about an hour ; and then it is as good to eat as 
if it had been baked in your mother's oven. 

These people do not have such things to eat as you do. They 
never saw a loaf of bread or a potato, or an apple or many other things 
that you eat. They eat fish and bananas and bread fruit; that is 
about all. Breadfruit is not at all like bread. It grows on a tree, and 
is about as large as your head. You would not Hke it very well. You 
would tire of bananas, too, after awhile, and wish for a potato. 

Hot Water and Cold Water have no dishes to put their food in. 
Neither has their mother nor have any of the other people on their 
island ; so they put their food on leaves. These people have no tables ; 
they use the ground for tables; they have no chairs, so they sit on the 
ground; they have no knives, or forks, or spoons; they take their food 
in their fingers. Sometimes they use clam shells for knives and they 
drink from cocoanut shells. — Adelaide D. Wellman. 


"O mother, what can we do? Mother, mother, what shall we do 
next?" It was Floy and little Tad at the foot of the stairs, calling. 

Charles stood gloomily looking out the window at the driving rain. 
He was older and did not want to trouble mother, but he could not 
wholly conceal his disappointment. It was Sunday afternoon, and he 
and father had planned such a lovely walk. Every pleasant Sunday 
afternoon, the father and little son would walk through the beautiful 
woods that skirted the farm lands, to children's service in the village 
church. On this particular day there was to have been a special treat. 
In the first place, the early frosts had tinged the leaves of the wood- 
lands with red and gold, so that it was like a story book to walk the 
long shadowed path. In the second place, a dark-skinned native mis- 
sionary was going to talk to the children about the Holy Land, and 
wear the strange dress of his far-off country. 

Charles had been thinking about this for a week. Floy and little 
Tad had been promised the treat, too. They were to drive with mother 
in the pony cart down the pleasant country road, meeting father and 
Charles at the church door. Now they could do nothing because it 
poured rain, and the home farmhouse stood down the now muddy road 
a mile and a half from the village. 

"Charles!" Mother beckoned mysteriously. The little boy went 
immediately — as he always did when his mother called — the gentle 
woman and the dark-eyed, serious boy were great chums. She took 
Charles by the hand, and they went up into the big attic room where 
the children always loved to play. It was only on special occasions that 
that little ones were allowed to go into the attic room, and a halt day of 
play there made them very happy. Mother took Charles to a curtain 
hung under a sloping window. When she drew this curtain aside, there 


on the wall were pictures and pictures and pictures. It must have 
taken mother a long time to gather and pin up all these pictures. Some 
were large and some small, some beautifully colored and so clear that 
one could see great stretches of country, people very curiously dressed 
and strange-looking animals. 

"Now," said mother, "you may call Floy and little Tad. We will 
make a boat of this bench and we all will go traveling to a far-off coun- 
try." Charles ran to call Floy and Tad, and when they had snugly 
seated themselves in their little "boat," and mother had drawn her 
chair up before the pictures, she began a story. It was a story they all 
had heard and Charles had read it in his Sunday-school lesson book. 
But it all seemed new and more interesting now, as mother pointed out 
the pictures in the long rows. Here was Jerusalem, and here were the 
strange men and women who look very much as they did when Jesus 
played, a little boy, in His father's shop. Here was Joppa and there 
Damascus. There was one picture of a little boy who might have 
been David. It all seemed so natural and real as mother told these 
wonderful stories. 

Long before the children had thought of being tired it was dark^ 
and mother said, "We must turn our boat homeward now; we have 
been on a long, long journey and father will soon be home." So they 
went happily down to tell father of their wonderful experience. They 
had forgotten all about the rain. — Grace Adele Pierce. 


."Oh, how I wish the cars would go on again." The round-headed 
little boy, whom the rest of the passengers called Buster Brown, had 
said this twenty times, at least ; but Ruth pressed her small nose against 
the window glass without a word. She was used to bearing troubles 
without complaint. The least excitement might make mother worse, 
and Ruth was very careful of her mother, and did everything a little 
girl could possibly do to spare her from all annoyance. 

Ruth's mother had heart trouble, and Ruth and her father were 
taking her to California for her health. Ruth felt a real pang at heart 
as she pressed her nose against the window-pane — as if she were to 
blame for the engine breaking down in the midst of the journey across 

"Well, at any rate we broke down by a town," she chirped, cheer- 
ily to mother, bound to hold up to the invalid the brightest side of the 

It was a very tiny town. There was a depot, and a store, which 
was also the post office, and one dwelling house, and that was all. 

"What a queer, dark cloud that is on the horizon," said the broken- 
down schoolmistress from Indiana to a young woman from Massa- 


chusetts. '*It has been there for the past two hours." But she spoke 
very softly, and no one paid any attention to her words. Just at that 
minute the bluff, jolly traveling man from Kansas, who was the life ol 
the car, appeared at the door. Santa Claus himself could not have been 
more welcome, nor brought news more gladly received. 

"Chicken dinner at that house across the way, in three-quarters 
of an hour. Woman has agreed to fry all her chickens for us at twenty- 
five cents apiece, if the men will kill and dress them." 

Everybody was hungry. The train had been traveling off sched- 
ule time before the accident, and they had had their last meal at a little 
railroad eating house where oranges were fifteen cents apiece, and 
there were not provisions enough for the crowd of passengers at any 

Ruth, and her father and mother, went with the rest, glad of any 
change, but before they reached the little unpainted wooden house, 
Ruth and father were looking anxiously at mother. She could not eat 
a mouthful, but sat down on the wooden chair inside the door utterly 
exhausted. The hour which most of the passengers enjoyed, for the 
very novelty, was an anxious one indeed to father and Ruth. 

And all the while the queer, gray cloud was rising and spreading 
over the sky. The engineer or trainmen could have told them what was 
coming, but they were entirely occupied with the broken engine. 

"How the dust flies!" exclaimed the young woman frorri Massa- 

"And how the wind blows! I can hardly stand up against it," 
gasped the broken-down school-teacher. 

"We would better stay here a few minutes longer till the wind dies 
down a little," said father to Ruth. 

But the wind did not die down. It increased steadily. The engine, 
ready at last, was tooting frantically for all aboard. Father put his 
arms round mother and half led, half carried her back toward the car, 
while Ruth did her best to support her on the other side. How the 
stinging grains of sand did hurt! They blotted out the whole land- 
scape. Ruth could not see the cars. She could not see the crowd of 
passengers before them. 

Suddenly a cry went along the line. The sick lady had fainted on 
her husband's arm. Half a dozen men turned back and helped to carry 
her to the car. Then it was that Ruth got lost. 

She had stepped a little to one side so that they could help mother 
better. Ruth was used to getting out of the way. She had turned round 
to keep the stinging sand out of her eyes and stood there quietly, so 
troubled about mother that she hardly thought of herself. Slowly it 
came to her that there was no sound but the wind to be heard, nothing 
to be seen but the whirling, yellow sand. 

"All of them have gone on. I must follow them," she said. But 
she had turned round, and she went the wrong way. Every step took 
her farther from the party who were already searching for her. What 


would have happened if she had kept on is sad to think of. More than 
cne stranj^er has met death in the blinding sand storm. But Ruth was 
a wiae Hale maiden who was quite used to taking care of herself. 

"I can't tell where I am going, so Fd better stop/' she said. "If 
I should get lost that would worry mother dreadfully. Father will be 
sure to come back for me as soon as mother is better. I'd better stay 
right here." 

But she couldn't stand up. The wind would have blown her about 
like a tumbleweed of the western prairies. "I'll sit down," said Ruth. 
The stinging of the sand was unbearable. Some instinct prompted her 
to draw her short skirts up over her head to shut it out. It was a 
blessed instinct, for otherwise she probably would have been smothered. 
There she sat, a little statue, while the sand drifted about her and over 
her. In half an hour she was entirely covered up, a little mound of 
sand in the middle of a whirling sandy desert. 

Oh, what trouble there was in that train load of passengers when 
it was known that the little girl, whose womanly, helpful ways had won 
all hearts, was lost ! By dozens and scores the men tramped over the 
few rods that lay between the house and the train, back and forth, 
again and again, in ever-widening range. The engineer whistled con- 
tinuously. The fireman with smutty face joined with the sleek conduc- 
tor in the search. Even the sick man from llic Pullman coach tottered 
feebly up and down trying to catch signt of a littiC f gure through the 
whirling dust clouds. 

But they searched an hour before they found her. The jolly trav- 
eling man — anything but jolly now-^passed within six feet of the little 
girl three times without being able to see her. But at last a baggage- 
man stumbled over a heap of sand, and that heap was little Ruth. 
Covered up entirely with sand, she was quite unhurt in her self-made 
tent of skirts, and not at all the worse for her adventure. 

They picked her up, brushed her oflF as best they could, and carried 
her into the train. What a reception the little girl had! Everyone 
wanted to shake hands with her and tell her how glad they were to see 
her again. 

Ruth did not care for so much attention, as her only thought was 
for her mother, who was so glad to get Ruth back again that even the 
trouble and excitement of that dreadful hour did not make her worse. 
She began to get better from that very day. — Bertha E. Bush. 


By Louise R. Baker. 

Every so many things happened to Henry that spring. First of 
all, his father and mother and eighteen-year-old sister sailed for Europe 
then his Grandfather Radcliffc called for him, and the little bov said 
goo(l-by to the housekeeper. Miss Rachel, and the cook, Matilda, and 


the housemaid and the butler, and then he and his grandfather were 
off to the country. He felt very much.of a man, did Henry, and he was 
exceedingly grateful to the doctor for saying, "It will be better to leave 
the boy at home." 

"You've never spent much time in the real country, eh ?" questioned 
the old gentleman, as they rode along -in the cars. 

"No," said Henry, "not in the real country; just seasides and 
things like that. I like the real country; there's always something 
doing there." 

"Fond of horseback riding?" asked his grandfather. 

"Oh, yes, I Hke that," said Henry. 

"And fishing?" 

"Oh, yes, I like fishing," said Henry. 

"ril tell you what you wouldn't like to do," said Grandfather Rad- 
cliflFe, half laughing ; "you wouldn't like to go to a country school." 

"Wouldn't I, grandfather!" cried the boy, his blue eyes dancing. 
"Try me ! I've never been anywhere to school in my life but home, to 
my mother and sister, and nobody but me. They wouldn't teach 
French, either, in a country school. Grandfather, let me start in to- 
morrow ! Let me go until school closes." 

"We'll see what grandmother has to say ^bout the matter," said the 
old gentleman. 

Grandmother RadcliflFe was rather pleased. "Where's the harm?" 
she said. "It will do him good to be with other children." 

"Isn't he a dear little fellow," she said to Grandfather RadcliflFe 
that night, speaking of Henry after he had gone to bed ; "and not a bit 
spoiled, either, which is more than I had hoped. I'm glad you thought 
about the school, and I'm glad he wants to go, and I'm glad it's near. 
We'd have had a time entertaining him till summer. I'd undertake to 
entertain any child when the summer comes. But isn't there something 
very pleasant about an unspoiled little fellow who's used to grown 
folks? And he gives such dear little giggles!" 

"He'll have a month of country schooling," said the old gentle- 
man. "I dare say he'll entertain us considerably. I'm glad the school's 


So the very next morning Henry RadcliflFe started into school at 
the little red-brick schoolhouse situated in a small woods adjoining his 
grandfather's farm, old Mr. Radcliffe carrying him up in the buggy, 
as it was the first day, presenting him to the teacher, and explaining 
that, of course, under the circumstances, he would iexpect to pay for the 

At the half-hour recess Henry told the boys and girls about his 
father and mother and sister on their way to Europe, and that he was 
very glad that he'd been sent to his grandfather's, and thiat his j^rand- 
father and grandmother were good enough to let him go to school, all 
of which, together with Henry's fearless and shining eyes, made him 
instantly a favorite in the red-brick schoolhouse. 


Henry Radcliffe never knew time to fly as fast as it flew at the 
country school. "Why, May is almost gone,". he said to his grand- 
father one day, "and weVe only two more weeks of school." 

"Then we'll have horseback riding and going to the store and 
driving our grandfath^ and grandmother to church," said Grandfather 

"Oh, there's always something doing in the real country, I know," 
said Henry; "but I certainly am glad that Fve been going to school and 
I '11 be sorry when the school closes. Do you know, grandfather, it's the 
funniest thing, but I like every girl and boy in that school and every- 
body Hkes me." 

"Pretty good children, eh?" said Grandfather RadcliflFe, suppress- 
ing a laugh. 

"Yes," said Henry, and gravely nodded. 

"The quaintest ways he has," said Grandmother RadcliflFe, after- 
wards, to Grandfather RadcliflFe; "and just as serious as a little old 
farmer talking crops." 

"The cherries are getting ripe out by the barn, grandfather," said 
the little boy one morning. 

"Too dangerous a tree for little boys to climb," said Grandmother 


"Nobody must attempt to climb it," said Grandfather Radcliffe. 
"When the cherries are ripe enough to eat I'll have a ladder put up. 
It's the old tree's last season, Henry ; it has to go to make way for a 
new addition to the barn, and I guess it's a good thing, for it is a dan- 
gerous tree. Nobody ever yet got all the cherries oflF of it." 

When the cherries were ripe, Henry's grandfather saw that the 
ladder was securely placed, and Henry sprang blithely up. "Plenty 
of cherries," he called gayly to Sally and Charley Drew, who were 
running along the road. "Come in and get some. It's early." 

"They certainly are splendid cherries," said Sally, between her 
mouthfuls. "I wonder your grandfather will let you pull the branches." 

"It doesn't matter," said Henry; "my grandfather is going to have 
the tree cut so he can add to the barn." 

"O Henry!" cried Sally, "wouldn't it be grand if your grand- 
father would have the tree cut while the cherries are on it !" 

"I'll ask him," said Henry. 

Five minutes later the little boy, in a panting condition, caught 
up to Sally, who was running, lest she be late for school. ''Grand- 
father says *yes,' and he's going to have it cut the day after school, and 
I can invite everybody," panted Henry. 

"Just to eat?'' questioned Sally. 

"Just to eat," said Henry, and Sally's little brother skipped for joy. 

The news and the invitations were both spread at recess. "I call 
it my cherry party/* said Henry, "and I want you all to come." 

Then one voice said, ungraciously, "I won't!" It was Mary Liz 


Toomey, who hadn't any manners, certainly. "And Johnny cannot go, 
neither,*' she added. 

"What's she cross about?'* asked Henry, turning round for in- 

"I'll find out," said Sally Drew. 

She did, and said to Henry that afternoon : *'Mary Liz Toomey's 
cross because there are no cherries on her tree. It's this way: she 
has a tree in their yard, and every year since she's been coming to 
school she*s been picking the cherries and selling them at the hotel, and 
that's her money for school dresses. Poor people manage so queerly !" 

"But I don't see why she's cross at me for having a cherry tree," 
sard Henry. 

Mary Liz heard him as she went by with Johnny, and she turned in 
the road and stuck out her tongue. • 

"She's acting as if she was crazy," said Sally. '7^^^o"^» perhaps !" 

During those last few days of school Mary Liz Toomey acted as 
it she were crazy; she made faces at Henry Radcliffe every chance she 
had and called him **Richy" in a defiant way. She gave Johnny her 
best slate pencil and her treasured piece of sponge if he'd promise not 
to want to go to that cherry party. 

Henry did not tell his grandparents about the ugly manner in 
which Mary Liz was acting, but his face grew red when he remembered 
how he had bragged about everybody in the school liking him and about 
his liking everybody. *'And that is the way I wanted to leave things," 
he said. He sought Johnny Toomey privately at the side of the school- 
house and said to him, "I can't help about your sister's cherry tree, but 
I do want both of you to come to my cherry party." 

"She says it isn't fair," mumbled Johnny. 

"But it is fair," declared Henry; **it's fair and square. 

"Father says it doesn't seem as if it was fair," said Johnny, and 
darted away. 

Then, one day after school, Henry sped past his grandfather's gate 
and overtook the Toomeys on their way home. 

"It's only a day now till the cherry party, Mary Liz," he said, the 
red color rising in his cheeks and his blue eyes very earnest, ''and, 
truly, I want you and Johnny to come. I'll not enjoy myself a bit if 
everybody doesn't come." 

"Yes, you will enjoy yourself," said Mary Liz, her lip trembling. 
"You'll every one of you enjoy yourselves ; you'll eat enough cherries 
to make you sick and mess over the others. It wasn't fair that my 
cherry tree didn't have some." 

She left the middle of the road, sat down on the bank, buried her 
face in her hands and began to cry. 

"She won't have any new school dresses," explained Johnny Toom- 
ey, surprised and shocked at his sister's grief, **and mother says she's 
outgrowing the ones she has and father says she can't count on him 
none; some of his crops have failed, too. She'll have to stay home and 


forget all she knows, and I don't want to go to your cherry party !" 

Henry was looking at Mary Liz. She was a very little girl, after 
all, even if she was growing out of her clothes, and it was smart of 
her to have picked cherries enough to buy her school dresses. He felt 
very sorry. "I wish I could think of something, Mary Liz," he said. 

Let a boy wish, from his heart, that he can think of something and 
he is going to do it. Early next morning Henry RadclifFe was on the 
school grounds, eagerly meeting the boys and girls as they entered the 
yard. He was glad the Toomeys were late, for the excitement he cre- 
ated was to be kept from Mary Liz till afternoon. 

Henry headed a band of boys and g^rls that afternoon in a mad 
rush at the Toomeys. 

"There's lots of cherries on that tree," he began, "ten times more 
than we can eat. And we've changed about the cherry party. We're 
going to pick in buckets. I'm going to give you part of the old cherry 
tree when it's down, the cherries we eat'll be mine, and the cherries we 
pick in buckets'll be yours." 

Mary Liz let go of Johnny's hand. Her mouth fell open. 

"Nobody's good as that," she said. 

The dear little unspoiled boy did not take this as a personal com- 
pliment. "Indeed, there are, lots of people, Mary Liz," he cried. "You 
and Johnny come tomorrow with your buckets and see !" 

"You can get your school dresses then, Mary Liz !" said Johnny. 

"Be sure to come, Mary Liz !" cried everybody else. 

But Mary Liz and Johnny required another special invitation to the 
cherry party the next day, when they stood outside the gate near Mr. 
RadclifFe's barn, holding their buckets, two grateful little mortals, 
heartily sorry for the faces they had made. 

"I couldn't help praising the boy about that cherry business," said 
Grandfather Radcliffe to Grandmother Radcliffe. 

"It didn't hurt him," said grandmother. "He gave his dear little 


The Goops they wet their fingers 
To turn the leaves of books, 

And then they turn the corners down 
And think that no one looks. 

They leave the marks of dirty hands, 

Of lollipops and gum, 
On borrowed book and libr'ry book, 

As often as they come. 

— Selected 

(^= ^_= — ^ 




Little girls, in aprons white, 
Are they not a pretty sight? 
Apple pie and onion stew, 
That is what they're going to do. 
First the stew, and then the pie 
Each in turn her hand will try. 

Peel and cut and mix and taste, 
Never spoil and never waste. 
When the smoking stew is done, 
Some will have it for their own. 
And the rest will gladly buy 
Nice hot plates of apple pic. 

— Exchange. 


**I wish one needn't be so disappointed in people/' said a young 
8:irl. "I had admired Grace so long at a distance, I knew of her sacri- 
fice for that crippled brother, and how talented she was, and I thought 
of her as far above all ordinary mortals. But, since I am with her 
every day— oh ! well, she is nice and bright and good, but she is very 
much like others, and she certainly isn't faultless." 

"I suppose not," smiled the elder lady. "In our home, when I was 
a little girl, there was a statuette on a tiny pedestal high out of my 
reach. It was not very costly, but I thought it the most beautiful thing 
in the world, and I gazed at it rapturously. One day the pedestal was 
broken, and the little figure was given to me, and then I saw all at once 
its blemishes, and carrying it to my play room, I put it out of sight. 
The next summer a little cousin who was visiting me discovered it, and 
before I knew had dressed it for a doll, a beautiful baby over which 
I exclaimed in delight, and which we both enjoyed. It's the same with 
many of our pedestal treasures, my dear ; they cannot always stay on 
the heights. Give your friend human dress, and love her *to the level 
of everyday's most common needs/ and she will be more valuable to yon 
than an impossible goddess." — Selected. 



Back in the days when I was a little girl, I thought when I reached 
my teens I would be perfectly happy. But when the longed-for time 
arrived I took, what an old lady in our neighborhood called, "a grow- 
ing spell,'' and shot up like a weed. It was impossible to put on long 
dresses, and equally impossible to fill out the many angles, as I could 
not grow tall and plump at the same time, so instead of being happy, I 
was as unhappy as one could imagine. 

But when my mother persuaded me to try the good old rule of 
trying to help some one more timid and bashful than myself, the clouds 
rolled away in a hurry. It took a long time to convince me that any- 
one could be more awkward or conspicuous than myself, but after a 
while my eyes were opened, and I occasionally ventured out of my 
corner to help somebody. It was a long time before I could have long 
dresses, and before Dame Natume put a little flesh on my thin body ; but 
as soon as I forgot myself and my woes I found life much pleasanter 
and happier, and I wished that all the boys and girls could know that 
there need be no "awkward age." 

Since then I have tried to persuade many boys and girls of my ac- 
quaintance out of corners, and sometimes they will come, but often they 
won't believe me and so lose all the fun. Somehow, boys have the im- 
pression that girls know instinctively how to behave, and that they are 
always at ease when company comes, or at a party, but I know that isn't 
true. Girls say and do the wrong things just the same as boys, unless 
they lose sight of themselves and try to help others. It is hard to tell 
boys and girls that it is nothing but selfishness that keeps them from 
helping along with the good times at home, and away from home, but 
that is just the trouble. If you think only of yourself, aren't you sel- 
fish ? I used to believe that every person in the room was looking at 
my long arms, my thin face and my bony hands, but after a while I 
discovered they were having a good time and were not paying any atten- 
tion to me — that is, after my selfishness partly disappeared. 

There is a boy in our neighborhood with immense feet and hands 
and a long, thin body who is only a little past thirteen, and he used to go 
humping along to hide his height until his doctor uncle told him about 
the boys who smoke and never get tall. Then you should have seen that 
boy straighten up? While other lads in his school are stunted and stu- 
pid from smoking, he is like an arrow and is proud of his height. While 
many of his mates were rejected in the football test, he went in, to his 
,ijreat delight. And he is trying the old rule for helping others, too. 
Since he looks the whole world in the face and is not ashamed of be- 
ing tall, it is surprising how many kind things he finds to do and how 
happy he is. 

So, if you stand before your mirror and are dissatisfied with your 
own appearance, just apply the old rule and be sure that it will not fail 
in your case. — H. R. 

(>= : =— ^ 




Don't be in a hurry to climb, but try, 

With steps that are sure and true, 
To follow the path 'neath whatever sky 

It proveth the best for you. 

Don't be in a hurry to climb, but go 

The way little duties shall safely show. 

For slowly, but surely, the upward path 

Is found by the boy who tries; 
And every day's purpose an impulse hath 

That helps him at length to rise. 
Don't be in a hurry to climb — the way 

Will beckon and strengthen you, day by day. 

—Frank Walcott Hutt. 



If a boy really wants to fight the battle of life and gain the vic- 
tory, one of the first things to do is to join the company of those who 
are fighting on the side of right and truth. A few days ago a boy, who 
liad been trying to reform, was brought before the court on a criminal 

"How is it that you got into trouble, my lad?" asked the kind- 
hearted judge. 

"To tell the truth, judge,'' said the boy sadly, "it was that gang 
that I used to go with. No matter how hard I tried, I couldn't shake 
em, and then I got into bad ways again." 

It makes more difference about companionship than you are apt 
to think. The only safe way to "shake the gang" is not to join it at all, 
hut to join the ranks of the earnest and true when you are young. 
Tncle Sam has his signs out all over the country, "Young Men 
Wanted" for the army and navy. Our Great Commander has a place 
tor all agesr, but he wants his recruits to begin when they are young. 
That will give you the development and good breeding that can never 
'>e wholly gained if you wait till later years. But more than that, it 
irivs the whole-hearted enthusiasm of those who have both their training 
and their good times together in the ways that make for righteousness. 

The bravest soldier is worth a great deal more to the cause he 
tights for after he has been thoroughly trained than he is without that 
liscipline. He learns how to use both himself and his weapons to better 


advantage. So the young soldiers and sailors at West Point and An- 
napolis are put through the most vigorous courses of physical "setting 
up" and drill in the manual of arms. 

The same thorough training is needed for the battle of life. The 
young soldier must have a complete moral setting up in truth, honor, 
and clean living. Some time ago President Roosevelt spoke some 
strong and helpful words on this theme to an assembly of young men. 

"The future welfare of our nation," he said, "depends on the way 
in which we can combine in our young men decency and strength. A 
man who is to lead a clean and honorable life must inevitably suflFer if 
his speech is not also clean and honorable. There is a tendency among 
boys to think that to be wicked is rather smart. I ask you to set an 
example to that younger brother which will prevent him from getting 
such a false and mischievous estimate of life as that." 

The moral setting up that enables a young man to take the right 
view in all the decisions of life comes only from constant practice like 
the physical training. But it is worth all that it costs, and much more. 
The boy whose moral muscles are sound and strong will not easily be 
defeated in the stern battle of life. — J. Mervin Hull. 

If you have an inclination 
To be savage, cross and mean, 
Careless in your conversation, 
Pull of bitterness and spleen, 
Put aside this wicked habit; 
Charge upon it with a shout. 
Seize it — grab it! Stick it — stab it! 
Cut it out. 

— Four-Track-News. 


A body to keep clean and healthy, as a dwelling for his mind and 
a temple for his soul. 

A pair of hands to use for himself and others, but never against 
others for himself. 

A pair of feet to do errands of love, kindness, charity and business : 
but not to loiter in places of mischief or temptation or sin. 

A pair of lips to speak true, kind, brave words. 

A pair of ears to hear music of bird, tree and human voice, but not 
to give heed to what the serpent says or to what dishonors God- 



With a large crowd and a large room this game can furnish a great 
amount of pleasure. 

Those that wish to play should form in two lines, parallel to each 
other, but with convenient room between the lines — say a foot or 
eighteen inches. 

Next, two bowls filled with an equal niunber of cranberries (or 
beans) should be placed on a small stand. These bowls should be put 
within arm's reach of the leaders of each line. 

At a given signal each leader dives one hand into his bowl, takes 
a handful of the contents, passes it into his other hand and on to the 
next person. As soon as the berries have passed through the hands of 
the first three or four persons the leaders again dive for more berries 
and pass them on. Of course at the end of the lines there should be 
two empty bowls on a table, in which to deposit the berries as they 
come down the lines. 

The object in view is to see which line can empty their bowl first. 

It is to be remembered that the berries must pass through both 
hands of each person without scattering the berries or beans on the ' 
floor. — Hazel D. Newton. 


The children must be supplied with lists on which are written the 
questions which are to be answered by the name of a magazine. 
A New England maiden — "The Puritan." 
The year 1910— "The Century." 
A son of Peter — "Peterson's." 
The sailors' hoodoo— "The Black Cat." 
What may occur to you? — "A (The) New Idea." 
A city in Indiana — "Munsey('s)" (Muncie.) 
A summer outing — "Recreation." 
A Yankee Arsenal — "The New England Magazine." 
What all are striving to attain — "Success." 
The head of the household— "The Housewife." 
Pertaining to a city — "Cosmopolitan." 
The leaf we should study daily — "The Lesson Leaf." 
The Banner cry of youth — "Forward!" 
An amateur photographer — "Pencil & Brush." 


A band of wandering musicians — "Harpers." 
A view into the future — "The Outlook." 
The teacher best Hked — "The Western Teacher/' . 
A Greek place of council — "The Forum.'* 
What you should be— "A (The) Book Lover." 
What is neither white nor black?— "The Red Book." 
To what set do you belong? — "The Smart Set."' 
A fruit's son — "Pearsons." 

To whom does the atmosphere belong? — "Everybody ('s)." 
A place of contest — "The Arena." 

In what ship would you sail in search of the "Golden Fleece?"— 
"The Argosy." 


In a certain refined and religious home, many years ago, the nu- 
merous family used to gather before the open fire as the twilight drew 
on, and one would begin, "I have a character." Instantly young voice- 
would chirp : 

"Is it a man or a woman?" 

"It is a woman." 

"In what age did she live?" 

Now, the Bible times were divided for this family into patriarchial. 
the judges' times, the kings' times, the prophetic and the New Testa- 
ment times. The answer came, "New Testament. ' 

"Was she a good woman ?" 


"Did she know Christ ?" 


"Was she His mother?" 


"His mother's cousin?" 


Five or six other questions — then the crucial one : "Was she cum 
bered with much serving?" 


Then a general shout of "Martha," and the one who had guesse-; 
rightly gave out a new character. 

Now, this was a simple game, though sometimes shrew^d old granc 
father or keen Aunt Tabitha would select a character which so bafflet' 
the group that it would run over from one evening to another, but the 
historical and biographical knowledge gained by all was really consid 
erable. There was never irreverence, and everyone enjoyed the hour 
— Christian Herald. 




Here in my workshop where I toil 

Till head and hands are well-nigh spent, 
Out on the road where the dust and soil 

Fall thick on garments worn and rent, 
Or in the kitchen where I bake 

The bread the little children eat. 
He comes, His hand of strength I take, 

And every lonely task grows sweet. 

— The British Weekly. 


When we go away from home the number of irritable children we 
meet is appalling. We go in the trolley cars and this baby is screaming, 
and we go in the steam cars and another child is kicking and crying, 
and even when we walk out in the park there also we find the irritable 
child. Nowhere can we go and be sure to avoid him. 

Many men and women, when they meet the irritable child, are not 
particular how they express their opinions of him. By word and action 
they show just exactly what they think of him. Now the irritable 
child may be six or eight months old or six or eight years old, it is just 
the same to the outsider. It is not just the same for the child. The 
child of six or eight months of age may feel the subtile influence of the 
expressed contempt and annoyance and what eflFect it does have upon 
him will be only irritating. To the child of six or eight years the eflFect is 
vcr}' diflferent; the unkind words and actions are like added fuel to 
the raging conflagration within the child. The persons who are usu- 
ally sharpest in criticism are generally total strangers and can there- 
fore know nothing whatever of the circumstances that have produced 
this most undesirable and unfortunate child. But cross, angry words or 
threats will not restore the lost harmony, whether uttered by parents 
<>r strangers. 

It is always with a feeling of sadness that we should think of these 
children. They are not to blame for their environment. They had not 
the choosing of either their parents or their homes. It may be either 
of these that has been unfavorable to their best development or it may 
l)e neither of them. When the little tiny atom of humanity first ap- 
peared in the world, (or it may have l>een before), at any rate there 
was a time when this disagreeable child was at a fork in the road of 
life and his feet turned on the wrong path. Who is to blame? It is 
certainly not the child's fault. He was as nothing in the hands of the 


adults w'ho surrounded him. How could he be to blame if his mother 
was impatient with his stdmbling feet or his fatjlier w^ cross? Per- 
haps his mother was impatient because she was overworked, but was 
that his fault ? His father may be cross because his business is not 
prosperous, but can the child be censured for that? Nevertheless these 
influences are indelibly stamped upon the child. If this condition of 
affairs continues along the same lines as it has been, the result will be 
pitiful when adult life has been reached. — Mother's Journal. 


Don't worry children. 

Don't worry about them. Guardian angels still exist, even in the 
twentieth century. 

Don't lose your temper with children. 

Don't give way when you have decided on any plan for them. 

Don't leave them too much with servants. 

Don't repel their little confidence. 

Don't get impatient at the most unanswerable questions. 

Don^t indulge them foolishly. 

Don't forget to encourage them and praise their little efforts to 
please you. 

Don't show favoritism. 

Don't disagree about them. The parents should always be in 
unison in their training. 

Don't forget that they are God's children, lent to you for a season. 
— Selected. 



If there be some weaker one, 
Give me strength to help him on; 
If a blinder soul there be, 
Let me guide him nearer Thee; 
Make my mortal dreams come true 
With the work I fain would do; 
Clothe with life the weak intent, 
Let me be the thing I meant; 
Let me find in thy employ 
Peace that dearer is than joy; 
Out of self to love be led, 
And in heaven acclimated, 
Until all things sweet and good 
Seem my nature's habitude." 

— Selected. 




To feel the freshness of the opening year. 
The joy of swelling buds and springing grass; 

To see the flame-like crocus lift its spear; 
To trace God's footsteps shining where they pass; 

To know that heaven is never far away, . 

Nor lose the open vision of the soul; 
To walk 'mid common wonders day by day, 

And read the cryptic signs on Nature's scroll; 

To watch the lyric seasons come and go. 
The flickering leaf, the fern's uncurling fronds. 

The delicate, star-shaped crystals of the snow, 
The crinkling stream, tHe osier's slender wands; 

The yellow bee with pollen-dusted thighs, 

The lily with the dewdrop in its breast. 
The nascent splendor of the morning skies, 
The evening purpling in the solemn west; 

Yea, still to find the old world sweet and fair. 

To move 'mid ancient evils undefiled 
With eye unjaundiced by deceit and care, 
Keep me, O Father, as a little child. 

James B. Kenyon. 

Notice to Secretaries. — The new Minute Books are now ready. There 
arc three kinds, one for three grades which sells for 25 cents, one for five 
jH'ades which sells for 50 cents. Either of these are good for one year. For 
those who prefer a stronger book we have prepared one that will do for 
four years and which is well bound in leather, and costs two dollars and 
twenty-five cents each. 

Officers Paper: 

You live today and it may be God's will that you live tomorrow, and it 
may be His will that you shall live many years. Only with God is this knowl- 
edge. It is certain, however, that if you read these words which we are 
writing, you are living in today; and if you live, you must do some work 
in the day. Do you recall the story of Jacob and the ladder that he saw in 
his dream while he was sleeping at Bethel? On each step of this ladder, if 
you were mounting it, on each step as you went upward, you would be get- 
ting nearer to heaven and to God. Now it is just as true that every day's 
work may be a round on a ladder which reaches unto heaven, like Jacob's 
ladder, and if this be true, then each day we are stepping upward to an- 
other round, and we are getting higher and higher up, nearer and nearer to 
God, closer and closer to heaven. 

A child is forever busy. The natural thing for a chid to do is to work. 


A child is doing something or it is at work about something all the time. 
Some say children always believe, and we know that children are all the 
time learning, something. ^ Knowledge grows every day for a child unto 
what is more and mo*re.* Is th^re any delation ^between this busy little child, 
this work-doing child and its faith, and what is leafns? One very wise man 
says: "Work and you shall believe, do and you shall know." These words 
he spoke to men and women, to persons who are grown up, and if it is 
true, perhaps, that he learned it from noticing how busy little children are 
working all tne while, and also how fully they believe in things, and also 
by noticing that children were always doing something, and doing only that 
they may learn, that they may get some new knowledge. It is true that 
without working we will not believe very much, and without doing it is cer- 
tain that we are not going to know very much. 

There is an expression very common which is as follows: "Toiling for 
earth." It means simply that what men work every day for and for which 
they are getting wages may be called things of the earth. Yet there is more 
than earth which we believe in, for we certainly believe in heaven, and we 
must not think there is no toiling to be done for heaven's sake. The ques- 
tion is simply this: When we are toiling for earth, is there any way at the 
same time to toil for heaven? It, of course, depends on how we are toiling 
ing for the earth itself, what is the spirit that we have when we do our work, 
and this is true for children as well as grown-up people. Certain it is that 
all should try in this work that we must do while we are on the earth at the 
same time to unite such a kind, loving spirit in it all that we may be build 
ing up character, and character alone is that which is for heaven. 

Whatever ills my lot betide, 

Call me not wretched, lost, or poor; 
ilave I a child to seek my side. 

And play around my cottage-door!" 

They said: "He feeds h'mself on visions," and I denied not: for visions 
ire the creators and feeders of the world — George Eliot. 

That the proper bringing up of the child is the very foundation of the 
comonwealth must be admitted by all who even glance at the problems of 
the times. — Mrs. Frederick Schoff. 

Anythmg that touches the life of children, that deals with the begin- 
ning of life, cannot help being hopeful. It is a joy to do something thai 
shall not only touch the present but shall reach forward to the future- 
Phillips Brooks. 

"The greatest movement that can be inaugurated these days in the in- 
terest of the church of the future, is a movement to save the boys. Boy- 
soon become men. The great majority of the men in our churches were 
admitted to membership in boyhood or early manhood. Boys appreciate a 
good man. A genuine man is a manly man. Our first effort should not be 
to teach the boys theology. That comes later in life. The first great effort 
with our boys should be to simply teach them to be good, truthful and hon 
est, obedient and respectful to parents. We should teach them the sanctity 
of the ^abbth; loyalty to their country; and a high sense of honor in all the 
relations of life. We should teach them the privilege and duty of prayer, ami 
the services of the church should be such as to inspire and attract them 
The character of Jesus Christ as the manliest man of all the ages should be 
set before them as an ideal. With kindly and intelligent effort, the boys 
can be saved to the church." 




Last night I had to go to bed 

All by myself, my mother said, 

'Cause I'd been naughty all day through^ 

She wouldrt't kiss me good-night too. 

I didn't want to let her know 

How much I cared 'bout that, and so ^ 

I dropped my clothes right on the floor — 

A thing I never did "before — 

rvnd put each stocking in a shoe — 

She just hates that — and didn't do 

My hair, or wash my face, or brush 

My teeth, and left things in a sqush 

All 'round the room; and then I took ' 

Her picture, and my fairy book 

She gave me on my last birthday ' 

In June, and hid *em both away. 

I put my father's picture right 
Up in the middle of the light, 
To show 'em just the way I feel, 
'Cause he said, "Kiss the child, Lucile, 
Don't let her go to bed like this 
Without your usual good-night kiss." 
But she just shook her head and turned 
Her back, and then my eyes they burned 
Like fire. . . It's been a horrid day . . 
And then, of course, I didn't say 
My prayers at all, but went to bed 
And wished and wished that I was dead 

Well. I don't know just how it was. 

For I'd been halfway sleeping, 'cause 

I was so 'pletely tired out, 

When I heard something mov? about 

So quiet, and the next I knew 

The door moved back and she came through 

And put her arm around me so, 

And said, a-whispering very low, 

"My poor, dear child," and was so sad. 

And kissed me twice. My! I was glad. 

— Louise Morgan Sill, in Harper's Magazine. 



First Grajde. 

(Children four and five years of age.) 



Memory Gem: 

"Little gifts are precious 
/ - If a loving heart 

• ]'^ • i ^' - Help the busy fingers 

' ' As they do their part." 

Review Lesson Twelve. 

Use pictures which illustrate cheerfulness; pictures of children playing, 
laughing, etc., also some that show trees, flowers, sunshine, etc. 

I Singing, rest exercises, or games. 

Develo pment of Lesson Thirteen. 

Out on the hills, along the ditches and in the fields dandelions and other 
wild flowers are growing. Ask the children to tell you about the messengers 
ot spring which they see. Perhaps some of them can tell you about the 
work is being done now on the farms. 

Talk about gatherng wild flowers. Sometimes a few children will go or 
maybe a large party who will take a nice lunch along and enjoy it up -on the 
hills or in the canyon. Talk about the different kinds and colors of wild 
flowers, the making into boquets and the pleasure of bringing them home for 
those we love. 

Singing, rest exercises, or games. 

Story. "Nancy's Sick Lady:" 

Nancy felt so sorry for the beautiful sick lady who lived just across the 
street. Nancy's mother had told her that the lady was ill because her little 
girl had died, and that made Nancy more sorry than ever for her. She 
wished she might do something for her, but she was a shy, little girl, and 
she thought that she could do nothing for a grown-up woman who could 
only lie out on the veranda lounge all summer. 

One day, however, Nancy went out to the woods to gather wild flowers, 
and when she returned with her hands full, she noticed, in passing the house, 
that the sick lady looked sadder than usual. So, forgetting her shyness, she 
ran up the steps, saying, as she held out her bunch of blossoms, "Wouldn't 
you like these?" But why, she wondered, should her sick lady cry when 
she thanked her and gave her a kiss? 

Somehow after that Nancy found many occasions to run across with a 


flower or some fruit, which she had picked from the gardeiii and she little 
knew what good medicine it was she was giving. 

But one day Nancy herself did not feel very well, and the next day a 
big, red card with "Scarlet Fever" printed on it was nailed outside the house; 
while inside Nancy was too ill to know anything about it. 

There were many, many anxious days that followed, but after a long 
time, when the trees were beginning to shake off their leaves for a winter 
covering for the earth, Nancy was finally well enough to go out on the 
veranda to play. 

To play? Yes, but there was nothing to play with, for all her toys had 
to be burned, so that nobody would get the fever from them. Then one 
morning, while she was dressing, she heard a great noise downstairs. 

"O mother," she cried, "do let me see what it is!" So mother kindly 
hurried with the hair-brushing and the last buttons and they went down to- 

"Well, well, what is all this?" mother exclaimed, while Nancy almost fell 
down the last few steps in her excitement, for there on the porch was a 
whole lot of toys — a doll's house, two beautiful dolls, a doll's carriage, and 
several other things. 

"Father, you gave them to me, didn't you?" cried Nancy, joyfully, but 
father was reading a card which was tied to the biggest doll, and this is what 
he read: 

"Dear Nancy: I hope you will accept the playthings of the little girl I 
once had, and may they make you well and strong again, as your many sweet 
kindnesses have made me. From your sick lady across the street." — Nan 

Memory Gem: 



The Lord hath work for little hands. 
For they may do His wise commands; 
And He marks out for little feet 
A narrow pathway straight and sweet. 


Review Lesson Thirteen. 

Talk again about all the things that are coming with the spring. Review 
story of Nancy and the sick lady. Let the children tell you of times when 
they have been ill and of how parents and others have been kind to them. 

Singing, rest exercises, or games. 

Development of Lesson Fourteen. 

Talk about the kinds of food that arc good for little children. What 
kinds do children like best? Do we always want what is best? Explain how 
fathers and mothers know what is best and why they help us to eat the best 
kinds of food. Repeat memory gem and talk about how good the Lord is 
to us all. He teaches us that we must be helpful and kind and that all who 
share in the good things must be willing to do a part of the work. That 
if we obey our parents we shall be happier. 

Singing, rest exercises, or games. 

Story, "A Box of Candy :** 

When Elsie's father and mother went south for three months. Uncle 
Clarence came and took her home with him. 


Elsie had a happy time with her uncle and aunt, Cousin Louise ami 
Cousin Herman. Louse was only a few years older than she, but Herman 
was a big, high-school boy. He was very fond of his little cousin, however, 
and was always bringing nome something to please her. 

Ojie afternoon when he came in from aown town he put a package in her 
hands before stopping to take off his overcoat. 

Her eyes shone as she untied the cord, while Louise came near to see 
what it was. 

**Oh!" she cried, joyfully, as a beautiful little box was disclosed. 

"Candy!" exclaimed Louise. 

Elsie grew grave and timidly held out the box. "I'm so sorry.*' she fal- 
tered; *but I promised mother I wouldn't eat a bit of candy while she was 

"Nonsense!" laughed Cousin Herman. "This won't hurt you! It isn't 
just plain candy. It is fruit and nuts and chocolate and all sorts of other 
good things. See!" and he took off the cover. "That doesn't look as it 
it would hurt anybody; does it?" 

'It is lovely," answered Elsie; "but I told mother I wouldn't, and 1 


"But, really, dear, this cannot possibly harm you. Aunt Grace didn't want 
you to eat anything to make you sick; that's all. Of course, I wouldn't urge 
you to di.sobey in what was important; but these will be good for you. There 
isn't much sugar to them — truly. Just taste and see!" He held out the box 

Elsie shook her head. "It is candy; isn't it?" 

Herman laughed. "Oh, you little stickler for truth!" he cried. "Yes, it 
is called candy, but there are nuts and fruit in it. Well, Louise and I will 
cat it," and he put a piece in his mouth. Then he handed the box to his 
sister, and went to hang up his overcoat. 

Elsie's eyes overflowed, and she went sadly over to the window. She 
was afraid Cousin Herman wouldn't love her any more. 

The next minute heavy feet sounded behind her, and she was lifted 'o 
her cousin's knee. 

"What! Crying?" he exclaimed. "Do vou want some of that candy. 

after all?" 

"N-n-o!" she sobbed. 

"What then?" 

Cuddled in his arms, she finally told him. 

"Wouldn't love my dutiful little cousin? Well. I guess!" and he gave her 
a squeeze and a kiss that banished her fears and made her smile again. "It 
t Here's anybody that I'm going to dislike," he said, "it's a fellow named Her- 
man Crine. who has just been mean enough to try to make his little cousin 
break her promise to her mother." — Carolyne Wheaton. 

Memory Gem: 


The Springtime. 

".Ml things bright and beautiful. 
All creatures great and small. 
All things wise and wonderful. 
The Lord God made them all." 

Review of Lesson Fourteen. 

Talic about the kindness of fathers and mothers, the many things thcv 
do for us. The providing of clothes and food, etc. What children may Ho in 


return for the kindness of parents! Emphasize the vahie of obedience. Let 
the children tell about Elsie and the box of candy. 

Singing, rest exercises, or games. 

Development of Lesson Fifteen. 

Talk about the springtime. If possible have pictures of tiowers which 
represent this season of the year. Also, pictures of young calves, lambs, 
chickens, etc. Show to the children and le^ them tell you the story they 
sec in the picture. 

Review the memory gem, explaining that all the beautifirl flowers and 
trees, all the baby calves, lambs, chickens, etc., were made by the Lord. 

Singing, rest exercises, or games. 


Story, "An Easter Surprise:' 

Francis and her mother had been away on a visit, and that is why she 
did not know more about the queer, large box down in the cellar that her 
father called an incubator. 

"Fuzzy," she said to her black-and-white cat, as they sat together on the 
steps, "tomorrow will be Easter, and I think my father has made a mis- 
tahit about something. He said that by Easter time we'd have a whole lot of 
litftle chickens, and that they'd be in that big box down cellar. I went down 
to see if they had come, but I didn't touch anything, because he said I 
mustn't I peeped in at the little window in the front of the box, and what 
do you think? It's just full of eggs, not chickens, at all!" 

When father came home at supper time Frances met him at the gate. 
"Father," she cried, "the farmer man that was going to bring you the little 
chickens has brought you eggs instead, and you'll have to send them right 

"I'm afraid we cannot send them back tonight, little girl," he said, "so 
we'll have to keep them until Monday." The beautiful lily that he had 
brought for mother's Easter gift helped Frances to forget about the eggs 
until she was tucked up snug and warm in her white bed, and then she was 
too sleepy to care about eggs, flowers, or anything else. 

Early the next morning father peeped in to see if she were awake, and 
as soon as her eyes opened he called, "You'd better come and see what has 
happened to the eggs." 

With him to button the buttons, it did not take her long to dress, and 
soon they were hurrying downstairs together. 

"Peep! peep! peep!" she heard when father opened the box, and "Oh, 
oh! oh!" she cried, for such a wonderful sight as she saw! Nothing was left 
of the eggs but dozens and dozens of empty shells, and instead there were 
dozens of dear, downy little chickens with beady black eyes and yellow feet. 

"O you darlings, you darlings!" she whispered, lovingly cuddling against 
her cheek the two which father had put into her hands. "Now, Fuzzy," she 
said, gravely to the cat that had pattered down cellar after them, "it would 
be dreadful for you ever to hurt a little chicken, but it would be a great deal 
worse to hurt an Easter chicken, so you must be very careful." 

Fuzzy purred loudly in reply, and whether she understood her little 
mistress or not, she was careful never to harm one of the baby chicks. A 
few days later, when they were brought out to the sunny steps to have their 
pictures taken, she was just taking her morning nap and did not offer to get 
up, so father gently set several of the chickens on her back. She was very 
much surprised, but the chicks seemed to think that she was some nice new 
kind of hen, and they snuggled down happily into her soft, warm fur and 
kept as still as could be while the picture was being taken. — L. P. Mc.\roy. 


Memory Gk^: 



"Give us hearts to love thee truly, 
And to love each other, too; 
Make us gentle, kind, obedient, 
In all things we say or do/ 


Review Lesson Fifteen. 

Let the children help you to tell the story of the baby chickens and if 
any of the children live where there are chickens, let them tell about them. 
Repeat the last memory gem and let the children name all they can of the 
things which the Lord creates. 

Singing, rest exercises, or games. 

Development of Lesson Sixteen. 

Talk about the games which your children play, outdoors as well as in 
the house. What do they like to play in cold weather, when the snow is on 
the ground, on sunshiny days, when it rains, etc. 

Singing, rest exercises, or games. 

Story, "Housekeeping:" 

It was raining, and mother had one of her bad headaches, so the children 
could not go out to play, and must keep very quiet in the house. One 
thing or the other would have been bad enough, but when both came at the 
same time it made a very dismal afternoon, indeed. 

Brother worked awhile on the Doat he was making, but when he had 
it all ready for the sails, he could go no further, as only mother could make 

Sister began a new dress for her doll, but finally had to lay it aside until 
mother could help her fit it. 

"Oh, dear," sighed brother, with his nose against the window-pane, "I 
wish there was something to do!" 

"So do I," echoed Sister. "Let us go down to the kitchen and ask Hilda 
if she knows of anything." 

Hilda suggested one thing after another, but nothing seemed to be the 
right thing until she said, "Whjr, now you might play house-keeping. You 
have your new stove, and you can make some cocoa, and I will see what I 
can spare you for a tea party." 

"That will be all right," declared Brother. "And I will put on my over- 
alls, and play I am a carpenter; then when I come at noon for my dinner you 
must have it all ready for me." 

Sister had been given the dearest new cook stove for her birthday, a few 
weeks before, and she was only too glad of the chance to use it. It was the 
kind that would truly cook, for there was a place for alcohol, which, when 
lighted, would make the little teakettle bubble just like Hilda's did. 

While Sister made the cocoa and set the table, Brother started off to 
work with a sav in one hand and his luncheon box in the other. But, strange 
to say, the luncheon box was empty when he started out, and quite full when 
he came back, a little later. For, you see, his work was in the kitchen, and 
wasn't much more than to watch Hilda put up a luncheon for them. 

'Hello I Is dinner ready?" cried Brother, gaily, on his return from work. 

'Almost," sweetly answered Sister. "Are you very tired, dear?" she 
questioned, in a wifely tone. "And did you remember the things I wanted 
from market?" she asked in the same breath. 




**I certainly did! And just see what I brought home!" replied Brother, 
as he unpacked the luncheon box. Four tiny jelly sandwiches, two bunches 
of ^apes, and two dear little chocolate cakes were being arranged on the ta- 
ble when Sister suddenly exclaimed: 

"My, oh, my! I smell the cocoa burning!" 

And so it was; but they drank it all the san^e, for, as Brother said, ''it 
wouldn't do for breakfast, but anything is all right for a tea party." 

"Well, well!" exclaimed a dear, familiar voice at the door. "Is this what 
you have been doing all the afternoon?" 

"O mother dear," cried both children, jumping up from their places, "is 
your head better, now?" 

"Yes, indeed, much better; you were such quiet little mice that mother 
was able to have a nice sleep. And now, how would you like to take a little 
walk with mother? You see it has quite cleared off." 

"Vviiy, so it has," said Brother. "I was having such a good time I never 

"Neither did I!" cried Sister, as she ran for her hat. "But a walk with 
mother is lots more fun than housekeeping, isn't it. Brother?" 

"It certainly it," replied Brother. 


Second Grade. 

(Children six and seven years of age.) 

Subject for the Year — ^The Lord's Prayer. 
Topic for the Month of April — Reverence. 

1. The Lord's Name. 

2. The Lord's House. 

3. Reverence for God's Care. 

4. Love for God's House. 


The Lord's Name. 

Aim — To develop reverence for the name of the Lord. 
Result Desired — That the children will remember to speak wit*, rever- 
ence the name of the Lord. 


In the lessons for this month it is hoped that the children will have the 
feeling of reverence established in their minds for all sacred things. Much 
depends on the attitude of the teacher, for reverence is a feeling that may be 
taught more successfully by example than by precept. 

The Lord's prayer should be repeated by a member or by the class in 
concert at every lesson, and time should be taken occasionally to review the 
meaning of the prayer as has been given in previous lessons during the year. 
The thought in the lessons for this month is based on "Hallowed be thy 
name," and it is hoped that the children will feel the reverence which is so 
much desired as the result of these lessons. 

For lesson thirteen use a picture of the Baby Jesus with the following 

"Who can tell me this Baby's name? Who can tell me what Joseph 
and Mary did for the Baby Jesus when He was forty days old? Yes, they 
took Him to church, and thanked God for Him, and promised to take care 


of Him and to teach Him. Then they took Him to their own home, and 
took care of Him, and taught Hirti, just as all fathers and mothers take care 
of their little children and teach them. 

How do "you suppose Joseph took care of Jesus? Joseph was a carpenter, 
and I think he worked and earned money that Jesus mJght have a home and 
clothes to wear and food to eat. How do you suppose Mary took care of 
Him? (Let the children tell what they think Mary did for Him when He 
was a little child and when He grew older.) What do you think Joseph and 
Mary did for Jesus, besides working for him and taking care of Him? Yes: 
they taught Him. 

I know that Jesus obeyed His parents, because it tells us so right here 
in our Bible. I know, too, that because Jesus tried to do just as His parents 
told Him to do and tried to learn all the lessons they taught Him, He grew 
strong in body and wise in mind, and pleased His parents, and pleased God 
His Father in heaven. There is a little verse in the Bible that tells us Jesus 
did these things. 

You cannot remember these big words, but when you go home and look 
at your picture you can remember that Jesus Christ, who was God's Son, 
was once a little child like you, that his father and mother took care of Him 
and taught Him just as your parents take care of you and teach you, and that 
Jesus obeyed His parents just as you need to obey yours. 

Let us ask our Father in heaven to help each one oi us grow strong in 
body and wise in mind, and to be quick to obey our parents." 

Memory Gem: 

"Thou shalt not take the name of tne Lord thy God in vain." 

Singihg, rest exercises, or games. 

Story, "Hallowed Be Thy Name:" 

On the twenty-second of February Frank and Ellen were standing at 
the window watching their father raise the flag, while they each waved their 
little flags, calling "Hurrah for Washington!" Hearing shouting and oaUing:, 
they ran out on the porch just in time to see two cars pass, crowded with 
children, all waving flags and shouting "Three cheers for Washington!" 
asking their father where these children were going, he said, "To Independ- 
ence Hall to a celebration in honor of Washington's birthday. If you want 
to go I will take you." 

They were delighted to go, and while they could not understand some 
of the speeches, they enjoyed singing "My country, 'tis of thee," and chipped 
their hands with the others when a picture of Washington on his big white 
horse was hung over the platform. 

Frank and Ellen had never seen George Washngton, nor indeed, had 
their father or grandfather, and yet they all loved his name because Wash- 
ington, many years ago, did so nvuch for our country. The people called 
him the "father of his country." He has been dead more than one hundred 
years, yet today all people love his memory and are glad when his birthday 
comes to talk over the wonderful things he did for our nation. 

If we should try we could not in a whole day tell all that our heavenly 
Father has done for us. When we stop to think that this beautiful world, our 
kind parents, our loving friends and all that we have to enjoy has come from 
Him, we know that we ought always to honor, to make holy. His name, and 
on every day to praise and to thank Him for His goodness to us. 

There are many ways in which we can "hallow," that is, make holy. 
God's name. With our hearts we may love Him and with our lips we may 
pray to Him every day, and if we truly hallow His name we will be like Him 
in our lives. 


Two little boys, whose father and mother had died, were sent by kind 
friends from New York to California to live with their grand parents. When 
they started on tne journey every one at the depot and on the train watched 
the boys, because on each of their coats was a little card asking those trav- 
eling with them to be kind to them for they were alone. Soon all the people 
on the train were their friends, for the boys were so good and behaved so 
well that people said, "Vv e know those children have had good parents. We 
can tell it by the way they act." 

We can show our love for our Heavenly Father's name and make those 
around us feel that He is a good Father if; when we pray, "Hallowed be Thy 
name," we also try to live the kind of a loving and helpful good life that 
Jesus, His dear Son, lived when He was here. The Bible tells us that Jesus 
as a boy not only grew stronger and wiser every day He lived but that "He 
grew in favor with God and man." 


The Lord's House. 

Aim — "Reverence my house, saith the Lord God." 

Result Desired— That the children when entering and remaining in the 
Church will remember to keep quiet and be very orderly. 


"What do you do,Arthur, when you meet a lady you know on the street? 
What do you do with your hat when you go into a house? Why do you do 
this? Yes, to be polite, to honor the friend you meet, to honor the home 
you enter. 

Do you know how the Japanese honor their homes? There was a mis- 
sionary in far-away Japan. One day he took his little boy with him to call 
at some Japanese homes. The little boy was surprised to see a row of shoes 
outsde the door. He did not know why they were there, but his father ex- 
plained. "You think it is polite, my boy, to take off your cap when you go 
into the house. It is polite for the Japanese to take off their shoes when they 
go into the house. This is what they do to honor the house they enter." 

In the land where Jesus lived they used to do something like this. They 
would leave their shoes at the church door to show that they honored the 
house of the Lord. 

Once a man was on a journey. When night came, there was no home 
for him to go into, so he lay on the ground. While he slept he dreamed 
that he saw many angels coming down from heaven. He heard God speak- 
ing to him, and promising to help him. When he awoke he said, "Surely 
God is in this place, and I knew it not;" and though it was just outdoors in 
the open field, he called the place the House of God, and he put up a little 
monument, so he should always remember and honor the place where God 
spoke to him. 

There was another man to whom Jesus spoke one Sunday when he was 
walking outdoors, and showed a vision in the sky of a beautiful city, with 
walls and gates of beautiful light of every color. 

How beautiful the sky is sometimes at sunset, with piles of bright 
clouds in the west, looking like castles and walls. What makes the beautiful 
colors and light on the clouds? But could you see the sun when it was mak- 
ing the sky and clouds so beautiful? No; then we can only see the light it 
sends up into the sky. Do you like to watch a sunset? Did you ever leave 
your play and run to the window to watch the rose and gold colors light up 
the clouds? Do you know any one else who likes to see it too? Any one 
else? I think almost every one loves to look at the beautiful sunset. 


Memory Gem: 

"O, dear and holy place 

Where God, the Lord, is found; 
His words are kind and full of grace, 
Bright glory shines around." 

Singing, rest exercises, or games. 

Story, ''Moses and tl\e Burning Bush:" 

Moses was a shepherd. When his two little boys were growing up he 
had to leave them at home with their mother, and go out every morning to 
take care of the sheep. Sometimes he must stay away many days, for he had 
to go a long way to find good pastures. One time, when Moses had been a 
shepherd a great many years, he led the flock away from home, on and on, 
from one green pasture to another, till he found some nice fields on the side 
of a high mountain. Moses was there looking all around to see if they had 
enough to eat, and whether they were safe. As he watched, he saw a bright 
light shining around a bush there on the mountain-side. It looked as though 
the bush were burning. Did you ever see a bit of wood burn? And then 
there is only a pile of ashes left. Well, I suppose Moses expected to see the 
bush burned up, but when he looked again it was not burned up at all. He 
watched a long while and still the light was like fire in the bush, but the bush 
did not burn. He wondered more ahd more what it could be, and why the 
bush was not burned. He said: "I will turn aside now, and see this great 
sight, why the bush is not burnt." 

As he walked toward the bush he heard a voice saying, "Moses, Moses." 
Then Moses knew it was God speaking to him, and though he could not see 
the Lord, he knew that the bright light was the shining of his glory. So 
he stood very still and answered, "Here am I." 

And the voice of God, speaking from the bush, said: "Put oflF thy shoes 
from off thy feet, for the place whereon thou standest is holy ground." 

Moses knew this was a command to honor the place where God had 
showed himself, so he obeyed at once, and stood still to listen to what God 
had to say to him, hiding his face in his long cloak, for he felt he was stand- 
ing very near the great God who had made the earth and the sky and the 
sun, and who was so good and kind and holy; and Moses felt he was not 
good enough to gaze at the bright glory of the good God. 

As Moses stood there before the burning bush, God spoke to him again. 
He told" him many wonderful things, and sent him to help his friends who 
were in trouble, promising to help him and bless the work he did. Moses 
listened to all the Lord said and did what he bade. 

God was near Moses when he did not expect to hear his voice, but Moses 
was ready to listen and obey and worship as soon as he knew it was God who 
had spoken to him from the bush. — Selected. 


Reverence for God's CJare. 

Aim — O fear the Lord, ye His saints: for there is no want to them that 
fear him. — Psalms 34:9. 

Result Desired — An increased appreciation for the Lord's care mani- 
fested in reverence on the part of the children. 


Review the last lesson by letting the children tell the stories of the Jap- 
anese and their shoes, The man who slept on the ground. The vision of the 
beautiful city. Describe the colors in a sunset and let the children relate the 
story of Moses and the burning bush. 



"Kate and Annie had been at Dora's house all the afternoon playing. 
When it was growing dark they put on their things and started home. It 
was a country road, and tiic houses were not very near together. The little 
grirls walked on rather quietly, for they would have been glad to be safe at 
home. It was darker than they expected, but at last there was the clump of 
pine trees, and then the house, and "Oh, there's mamma!" cried Kate. "Why, 
where?" asked little Annie. "I don't see mamma anywhere." "But don't 
you see that light in her room? There it goes by the window." "Yes, but I 
don't see mamma." "Yes, but she's there. She is carrying the light every- 
where she goes. Now, I don't feel afraid any more, do you, Annie? For I 
can see mamma is right there." And little Annie smiled and agrreed it was 
all right, now they could see mamma's light. 

How much that light said to Katie and Annie! Do you know any one to 
whom a bright light said something very wonderful? Where was that light? 
Did Moses understand at first what it was telling? When he found the light 
was showing him tnat God was there, what did he do?" 

Memory Gem: 

"O, holy, happy place, 

Where people worship God; 
They may not see His loving face. 
But they can hear His Word." 

Singing, rest exercises, or games. 

Story, "The Pillar of Fire:" 

After a long while Moses was there on the mountain again. He was not 
alone this time. All the fields were fullof tents, with men and women and 
children living in them — the Israelites, his friends, to whom God had sent 
him, to lead them away out of their troubles and bring them to that place, 
the mountain where he had seen God's glory. 

Moses' two sons were with him also. They had stayed with their mother 
in the home while Moses was far away helping his friends, but now they 
all came to the mountain to meet him. 

Very wonderful it must have seemed to see so many tents, thousands 
and thousands of them, there at the foot of the great mountain. 

There was one tent different from all the rest. It stood in the middle 
and all the other tents stood around it. This tent had beautiful curtains, blue 
and purple and scarlet and white, hanging on boards all covered with shining 
gold. But there was something more wonderful about that tent than all 
these rich and beautiful things, for every night when the people looked from 
their tent doors toward that beautiful Tabernacle, they saw a pillar of 
bright, shining light resting on it. All night long it stood there, glowing 
like fire. And so it was every night. All the days it stayed there, looking 
like a bright, shining cloud. 

What was ijt? What made the bright light over that tent? Moses' 
sons must have wondered what it could be when they first saw it. Would 
you like to know the wonderful thing he had to tell them when they asked? 
He said something like this: 

"That pillar of fire and cloud is the shining glory of the great God who 
spoke to me in the bush. Whenever you see it, it tells you that the Lord is 
there. That beautiful Tabernacle is God's tent. All the people love it, be- 
cause they see there the glory of the good God who brought them all safely 
away from their troubles." 

In the tent there was a room with walls and ceiling made of the most 
beautiful curtains, for in the room stood the ark, and upon it the mercy- 

It was to this tent the Israelites went to pray, though the people never 


went into that room where the bright glory of the Lord was shining. Oaly 
the high priest might go in there, the good minister who taught the people 
about the Lord, and showed them how to worship and obey Him. The peo- 
ple might not go in to see the bright glory, even the high priest went in only 
once every year, but they felt as if the mercy-seat was God's throne, and He 
had promised to meet them in His house, so the people loved to go to His 
house to pray and to hear God's word. 

Many times when Moses went to the Tabernacle to pray, to talk to 
God, "the Lord came down in a pillar of cloud and stood at the door of the 
tent," and spoke to Moses there. 

It was this bright shining cloud that told the people when to move on to 
another place. When the shining cloud moved from the Tabernacle the 
people knew God was telling them in that way to move on. So they would 
take down their tents, roll them up, pack up all their things and stait, fol- 
lowing whichever way the bright cloud led. When the shining cloud stopped 
the people stopoed, and put up their tents in that place to wait till the 
cloud would lead them on again. — Selected. 


Love for God's House. 

Aim — I was glad when they said unto me. Let us go into the house of 
the Lord. — Psalms 122: 1. 

Result Desired — A desire aroused to go to Church and when there to 
remember that it is God's house. 


"Did you ever sleep away from home? A little girls' friend invited her 
to come and spend the afternoon and stay all night. Such a pleasant time 
they had, playing together. But after supper, when the lamps were lighted 
and it was almost bedtime, the little visitor began to wish for her own home. 
She could think just how the family chairs would be drawn around the 
center table. She could almost see her father as he sat reading, and her 
dear mother's face bending over the sewing. Home was only next door, but 
how homesick tue little girl felt; how she longed to be there, and when she 
thought of the good-night 4ciss a great ache came into her heart, for she 
loved her father's house so much she could not stay with her little friend 
even for that one night, but went back to her own dear home. 

Memory Gem: 

"Little hearts, O Lord, may love Thee, 

Little minds may learn Thy ways, 
Little hands and feet may serve Thee, 

Little voices sing Thy praise." 

Singing, rest exercises, or games. 

Story, "David and Nehcmiah:" 

One time, when David was a soldier, he had to go far away from his 
own home and from God's house. He was in danger from his enemies, and 
for a long while he had to wander around with other soldiers in the woods 
and hide in caves from his enemies. How homesick he was for God's house! 
He could pray to God anywhere, yet he longed to go to God's house again 
and pray and worship there: to see the Lord's house; to hear about his 
heavenly Father's glory and goodness: for he loved to be there. It seemed 
as if he could not bear it, he wanted to go so much. 

At last a time came when David could go home. What do you suppose 
♦" thought about when he was on the way? Where do you think he went 


as soon as he could? Do you think he went often to God's house? Yes, for 
he loved to go. 

When David had been to the wars he often had gold and silver and other 
rich treasures. What would he do with it? Keep all himself? No: he 
brought a great deal of it to God's house. 

One day David was very happy. God iiad sent a messenger to tell Daviil 
about the blessings he had planned to give David and his children if they 
kept on loving and obeying Him. He went rght to God's house to tell his 
heavenly Fatner how glad he was, to praise Him and worship. He took his 
gladness there, for he felt such love for God's house. 

One day David was very sad. His little child had died. Where could 
he find comfort? Ah, yes! He went to God's house and told all his trou- 
ble to God and prayed and worshiped. He took his sorrow to God's house 
and was comforted. I think his love for God's house grew stronger each 
time he went there and heard from the Bible the words of God's loving mes- 

One day David was discouraged. He was unhappy. He did not know 
what to do. He felt it was no use to try to be good. His heart was full of 
pain. What could he do? He went to God's house and listened to the Bible 
and the singing, and the pain all went out of his heart. He felt God would 
help him and take care of him. How glad he was that he had God's house 
to go to! 

His friends sometimes came and said, "Let us go into the house of the 
Lord." That always made David glad. It was so pleasant to go there and 
have his friends gro too. 

I know about another man who would not go into God's house when 
he was asked to go. When I have told it you shall say whether he loved 
it or not. Nehemiah was working hard to help his friends make the city 
where they lived strong and safe. Some men who did not live in that city 
did not like Nehemiah and wanted to (lo him harm, and did not wish his 
city to be built strong again. Nehemiah was in danger all tlie time, lest these 
people should kill him. It was then that Shemaiah said to him: **Come and 
let us go into the church and hide there all night. No one will find you 
there." But Nehemiah said: "No, the church is God's house. It is a place 
to pray and sing, to meet the Lord God and hear His word. I ought not to 
use it to hide in. I will not go in." Did he do right? Did he love God's 
house? Yes; he lov^d it so much that he would not go into it to do any 
anything that it was not fitting to do in God's house. 

Show or draw a picture of a church; if possible, the one where the 
children now are. What is this? Have you watched the people going to 
church Sunday mornings? How many there are who go in these doors! 
How pleasant their faces look! How quietly they go in ^nd find their 
places! Who can tell me what they do in the church? Free conversation 
about the church service, leading the children to recognize and tell that the 
book which is read in church is God's book; that the singing is of hymns 
which speaks to the heavenly Father or about Him: that in the prayers 
one is talking to God. Whose house is the church? Yes, God, our heav- 
enly Father, is always near. He can always hear wherever wc speak to him. 
but the church is His special house, and He says, "There will 1 meet witli 

Now talk to the children about their church-going, not telling them 
they ought to go and how, but attracting them to it. Speak of the church a*^ 
a place to which God loves to have us come; a place where He teaches us 
what to do; where we can take our gladness, our troubles, etc.; where we 
love to go most of all because God has promised to meet us there. Call 
out the children's spontaneous expression of desire to go, and their sense of 
tne conduct becoming God's house. — Selected. 


Third Grade. 

(Children eight and nine years of age.) 

Subject for the Year — ^The Ten Commandments. 
Topic for the Month of April — Prayer. 


*1. What Prayer is. 

2. Why we Pray. 

3. How to Pray. 

4. Answers to Prayer. 

Note to Teachers. 

The third commandment is a warning that the name of the Lord can- 
not be used in vain. That punishment will follow the breaking of this law. 
In prayer it is necessary to use the name of the Deity and it is considered 
wise to follow the lessons on the third commandment with some on prayer. 


What ±*rayer is. 

Aim — The end of all learning is to know God, and out of that knowledge 
to love and imitate Him. — Milton. 

Result Desired — A desire aroused to understand the duties of a mem- 
ber of the Church. 

Development of Lesson Thirteen. 

Class recitation of the third commandment. Review the four lessons on 
this commandment. 

Use the following article as a talk with the class: 

Talking with God. 

Praying is simply talking with God; and is a sort of wireless telegraph 
system for conversational purposes between men, women and children on 
earth and their Father in Heaven. It is floating desires to be forgiven, earn- 
est petitions for those in distress and words of praise to the giver of every 
good and perfect gift. Though unseen, the air is full of them; and most of 
them reach the ear of God and are attended to. What makes them a suc- 
cess is the faith behind them. 

How glad we all should be that wireless telegraphic communications to 
heaven can be indulged in both night and day, and that there is never a time 
when the heavenly wireless system is out of order. It is, in fact, the Ever 
Ready Line to the Better Land. And what is of much importance to poor 
people, is that there are no charges for using it — being free for all. 

That was a sensible request His disciples made: "Lord, teach us how to 
pray?" And it is evident that the Lord thought so when He said: "After 
this manner therefore pray ye." The model prayer that came from the lips 
of Christ can never be surpassed by the wisest and best of men. It is so 
plain and simple that even very young people can use it undcrstandingly. 

How to pray is very important to know. No person should pray with- 
out first thinking over what he or she most needs, and people should use 
good judgment in making requests. In coming into the presence of Deity 
be not like the horses that rush into battle without thought; but begin to 
pray in the spirit of humility, fully realizing what you are and the grandeur 
of the being you are talking to. Prayer should always be the earnest desire 


of the soul, and while in prayer the mind should not be permitted to wan- 
der upon other matters. 

While engaged in praying to God do not neglect to ask for. what you 
think you need, and also call to your aid the assistance of the Holy Spirit. 
To make prayers successful requires the active participation of the suppli- 
cant, and of the Father, the Son and the Holy Ghost. Have a frank talk with 
your heavenly Father, tell Him all, and be sure to end your prayers with 
tnanks for all His past mercies and for those blessings that He may bestow 
upon you in the future. 

Never be backward in calling upon God, for His ear is not deaf that He 
cannot hear, nor is His heart lacking in sympathy with those who yearn to 
be beloved by Him. 

What children want they ask their parents for, and their prayers are 
generally granted if they are proper ones. You are God's children, and your 
prayers to Him will be treated in the same manner. 

The only difference between God and parents is that while parents often 
make mistakes in granting the petitions of their children, God never makes 
mistakes. He is the best judge of what is good for you. Many persons 
have more cause for thankfulness for prayers not answered than they 
dream of. 

I have a little friend that it delights me to give to, and the reason is 
that she is so particular to thank me for what I do for her. It has often 
occurred to me that it must please God to answer the prayers of those of 
His children wno never omit to say "Thank you. Lord," whenever thej' 
receive a blessing from Him. And many of us should be kept busy giving 
thanks to our Father for His continual showers of blessings. 

Our talks with God should be frequent. There is an account of a 
woman, in the Utw Testament, who obtained what she wanted by her much 
asking. She was one of those who would not be refused. While asking 
much of God be always willing to do much for Him. Be ever ready to re- 
member that to whom much is given much is required. 

How kind it wa^ on the part of our Savior to teach us how to pray; and 
it will prove to be wisdom on your part, as well as on mine, to often ponder 
over the Lord's Prayer, drink in its spirit, and profit by its unique beauty 
and its adaptation to the wants of the human family. If the Lord did not 
want you to pray He never would have made the attempt to teach you how 
to do it 

♦Prayer should mean much to troubled humanity; for it is neart-ease to 
those who by its means can shift their burdens upon the great Burden- 
Bearer of our race. Prayer means the meeting together of the sinner and 
his Savior; and it also means forgiveness to many weak Christians who 
have stumbled by the wayside. 

There has been much discussion about the best methods of praying to 
God; but I leave that question to be settled by each of you, only remarking 
that it is my opinion that the more natural we can be in our method of com- 
ing before God in prayer the better. If God was a stranger to us we might 
attempt to deceive Him; but His eye can look us through, and He knows all 
about us before we come to Him with our manifold requests. 

One of the most quickly answered prayers that I ever heard of was the 
prayer of the thief on the cross. There was no time to spare. The dying 
thief said: "Lord, remember me when Thou comest into Thy kingdom." 
What a brief and important request. And the Savior made a quick and brief 
answer: 'Today shah thou be with Me in paradise. Just the prayer suited 
for the serious occasion, and just the answer suited for the dying thief — 
an emergency prayer and an emergency answer. 

Some of the greatest men this world has ever produced have been proud 
of testifying to the power of prayer, and seem never to be backward in prais- 
ing its saving and consoling properties. 


There should be no doubts concerning: the benefit of prayer, for it is 
only by prayer that the soul of the sinner finds rest and peace. 

When Jesus was in agony He went to God in prayer, and what He did 
surely we ought to do. 

When dark clouds hover over us and there appears to be no help near 
at hand, it is prayer that scatters the darkness and lets in the light. 

Yes, a talk with God concerning ourselves and others is a privilege that 
we ought to enjoy and take advantage of. It is a great condescension on 
God's part to take notice of us. But He loves us so that He always keeps 
His ears open to our pleadings. For one thing we should always be thank- 
ful, and that is, His giving does not impoverish Him. His store-houses are 
filled with blessings to hand down to those who love and obey Him. "Ask 
and ye shall receive" are written over the doors of God's granary. 

Don't starve for the want of spiritual food; for there is enough of it 
for each, enough for all, and enough for evermore. — George R. Scott. 

Memory Gem: 

"Begin the day with God, 

Kneel down to Him in prayer, 
Lift up thy heart to His abode, 
nnd pay thy worship there." 

For supplementary story use one of the incidents found in The Faith 
Promoting Series. 


Why We Pray. 

Aim — Prayer is a virtue that prevaileth against all temptations. — Ber- 

Result Desired — That the children will feel that the. best help will come 
from communication with the Lord. 

Development of Lesson Fourteen. 

Use the Lord's Prayer. Relate how the disciples asked for a lesson on 
prayer and discuss the prayer in its divisions. (Luke 11: 1-4. 

Memory Gem: 

"I pray for but one kind of riches. 
And all things else will be mine. 
Just riches in thought, word and action, 
Just to live the life divine." 

Story, "A Lesson on Forgiveness:" 

Once in the olden time, and in a far-off country, there lived a saintly 
man who, because of his constant charities and his kindness to all w^io were 
in any kind of need, was called John the Almsgiver. He was bishop of 
Alexandria, and was continually sought after for his wise counsel and his 

On one occasion, a certain nobleman desired to speak with him, and 
when admitted into his presence poured out an angry tale of one who had 
grievously offended him. "That man," he cried passionately, "has so deeply 
injured me that I can never forgive him, no, never!" 

The bishop neard him in silence, and after a pause said it was his hour 
of prayer. Would he go with him into the chapel? The nobleman 
complied, and, following him, they knelt down together. Then the bishop 
began to repeat aloud the Lord's prayer, his companion saying it after him. 

When he got to the petition, "Forgive us our trespasses as we also for- 


give those who trespass against us/' he paused, and the nobleman, not heed- 
ing, went on with the words alone, he, too, stopped, and there was a solemn 

Then the message sent by God flashed like lightning through his mind. 
He was calm; his anger was gone; and, rising from his knees, he hurried 
to the man who had offended him, and there, on the spot, forgave him 

Yet another lesson of forgiveness has come down to us from the same 
saintly man. He had remonstrated with the governor of Alexandria for 
some oppression of the poor, and the governor, resenting his interference, 
had dismissed him with anger and bitter words. John was deeply pained, 
and all day long grieved over the hasty temper of one whom he believed to 
be a Christian. 

The evening hour came on; then he took a strip of parchment and sent 
ii to the governor, after writing on it the simple words "The sun is setting," 
leaving them to carry their own suggestion with them. 

rvgain God sent the message home — we feel sure that prayer had winged 
it — and the governor, rushing to his friend with open arms did not "let the 
sun go down upon his wrath." 

Perhaps some of us may need the lesson, too. If we have ever cher- 
ished unkind thoughts toward somebody who has not treated us well, if a 
word from a neighbor has rankled in our mind and roused resentment, if we 
have ever said that unmeaning speech, "Well, Fll forgive, but I can't for- 
get," let us remember John of Alexander, and the way he brought home to 
others the need of a forgiving spirit. 

Better still, let us recall the words of Jesus, who, in answer to Peter's 
question, "How long shall my brother sin against me, and I forgive him?" 
replied, "I say not unto thee, until seven times; but, until seventy times 
seven." — The Banner. 

How to Pray. 

Aim — Whatsoever we beg of God, let us also work for it. — Jeremy Tay- 

Result Desired — The knowledge impressed upon the children that when a 
bl«9sing is asked for, every personal effort should be made to bring the 

Development of Lesson Fifteen. 

It is easy to pray for things, but hard to wait for them; and we often 
TVBski to the conclusion that because prayers are not answered in a moment 
th«y are not answered at all. A little thought would end this kind of skep- 
ticism and give us patience to wait on the Lord without repining or sinking 
of heart. 

Great blessings sometimes come, suddenly, but none before they have 
been prepared for by some kind of spiritual training; great orators some- 
times suddenly come to light in apparently commonplace careers, but not 
unless there have been rich possibilities hidden beneath the routine of 
daily work. No man^ in any great crisis, shows a gift for speech or action or 
heroism unless the germs of those things were already in him. Great mo- 
ments do not put great qualities into the souls of men; they simply reveal 
what is already there. 

The fruits of character cannot be realized until the seeds of nobility 
have had time to grow; and education of some kind must precede all forms 
of sustained strength. Weak men have often, by prayer, been made strong 
in critical moments, but they acquire the habit of strength only by exercise. 
The weak arm does not become muscular by taking thought, but by taking 


exercise; the irritable temper is not made sweet by a sudden act of will, but 
by patient repression of an unhappy tendency; the man of unclean mind i« 
not cleansed because he resolves to become white, but because he forms the 
habit of purity. 

We are continually asking God to give us the fruits of character without 
the discipline of training, not realizing that we are asking Him to do for us 
the work that alone would strengthen our muscles and give us the power wc 
crave. We ask to be fed by a miracle instead of tilling the ground, sowing 
the seed, and reaping the harvest with our own hands, and so getting 
strength from the soil. He is ready to help us in any time of need, but moral 
help must be secured by moral exertion; we must not ask God to pauper- 
ize us. 

Men ought to pray every day for sweetness of temper, since the lack of 
it blights homes and neutralizes many noble qualities; but they ought to re- 
member that sweetness is born out of the subjection of strength, the mastery 
of temper, the control of the tones of vioce, and that to gain the blessed 
gift one must wait on the Lord, and let education give prayer its ultimate 
eflfectiveness. — The Outlook. 

Memory Gem: 

"Lord, teach me how to pray." 

Read to the class the hymn found in the L. D. S. Hymnal beginnings 
"Prayer is the soul's sincere desire." 

Story, "This Boy Became a Great Man:" 

"As far back as I can remember," said a wise and good man, **I had the 
habit of thanking God for everything I received, and of asking Him for 
everything I wanted." 

"If I lost a book, or any of my playthings, I prayed that I might find the 
lost article. 

"I prayed walking along the streets, in school or out of school, whether 
playing or studying. 

"I did this because it seemed natural to do so. 

"I thought of God as everywhere present, full of kindness and love, who 
would not be offended if children talked to Him." 

This man was Dr. Charles Hodge, the distinguished scholar and 
preacher. How happy all children would be if they were to talk with God, as 
to their mother, which he did as a child; and he had also the habit of thank- 
ing God! 

Too often when our prayers are answered we forget to give God thanks. 

The child who talks with God will not be likely to use bad words at any 
time. His speech and his heart will be sanctified by communing with One 
who is perfectly pure and loving, so that only words which are good and 
pleasant will flow from his lips. 


Answers to Prayer. 

Aim — "I have lived to thank God that all my prayers have not been an- 
swered. — Jean Ingelow. 

Result Desired — A deepened faith in God and His wisdom. 

Development of Lesson Sixteen. 

Review the divisions on prayer — what prayer is and why and how to 
pray. Have a short testimony meeting in which the children may tell of 
answers to prayer. The teacher may tell the following in her own words: 


Pray from God's Side of the Fence. 

On a certain occasion Bishop Hamline visited the home of a gentleman 
in which there was a half-grown boy, whom he took aside, and said to him: 
^*\Vtien you are in trouble, my boy, kneel down and ask God's help; but never 
<limb over the fence into the devil's ground, and then kneel down and ask 
for help. Pray from God's side of the fence." 

The boy, when an old pan, said he never forgot the lesson then taught 
him, and that his life had been largely molded by it. 

Prayer is one of our greatest privileges and blessings, but to realize that, 
it must be offered on the right side of the fence. A merchant who gets into 
business embarrassments will not find much help or blessings in prayer if 
there is a thirty-five-inch yardstick or a fifteen-ounce-pound weight between 
liim and Go3. Prayers are pretty badly hindered when a deliberate and 
premeditated sin looms up before the mind. Before the appeal. for aid must 
come the act of repentance and the plea for forgiveness, which may also re- 
<]uire restitution to make the repentance real. 

When a man deals unjustly, he is on the wrong side of the fence, and 
<jod will not listen to prayers from that side. To ask God to prosper him 
would be like asking Him to indorse his wrongdoing. But when a man does 
rght, deals honestly, and seeks to carry the principles of religion into daily 
life, and into all his business affairs, he has "committed his ways" unto 
God, and he has just as much right to ask God to open the way for him out 
of embarrassment and failure as he has to ask Him for continued grace to 
be holy. Whatsoever ye shall "ask in faith, nothing wavering," ye shall re- 
■ceivc. "The promise is to you and to your children," and even "to them 
that arc afar off." Do not be afraid to pray, but be sure that .you are on 
the right side of the fence. 

Memory Gctni 

Use parts of "Prayer is the soul's sincere desire." 

For supplementary story give selection from The Faith Promoting 

Fourth Grade. 

(Children ten and eleven years of age.) 

Subject for the Year— The Word of Wisdom. 

Topic for the Month of April — ^Value of Air. 

1. Breathing. 

2. Pure Air. 

3. Sunshine. 

4. Ventilation. 

Note. As breathing is one of the most important functions of the body 
it is suggested that the teachers of this grade read up on the subject or talk 
with someone capable and willing to impart information that will be helpful 
and instructive. 



Aim — God made the human body, and it is the most exquisite and won- 
derful organization which has come to us from the divine hand. It is a study 
for one's whole life. 


Result Desired — An increased desire to understand the needs of the 

Memory Gem: 

"The first wealth is health." — Emerson. 

Suggestive Talk: 

In giving the Word of Wisdom to the Church the Lord sent a warning. 
This warning is to help us to understand our physical bodies; to know what 
is best to eat and drink. It is the duty of every person living on the earth to 
make and keep their bodies in the best possible condition. It is only by so 
doing that we can make the best use of our lives. Many men and women 
who were feeble in body have become not only useful but great, but it was 
because they overcame the weakness of the body by the strength of their 
will. The desire to be helpful conquered the sufferings of the body. 

The Word of Wisdom will be of great assistance to us if we are willing to 
abide by its instructions. We should, however, accept the warning it offers, 
not only for food and drink, but to use wisdom in our clothing, in sensible 
homes, cleanliness and all that contributes towards a healthy, happy condi- 
tion of the body. 

We have studied a little about food and drink. The body needs food 
and drink; it also needs clothing and bathing; but none of these wants is 
so pressing as that of air. The other demands may be met by occasional 
supplies, but air must be furnished every moment, or we die. We should all 
know enough about the air and its value to our bodies to be able to use it 
in a way that will be of most benefit to us. 

"We use air to enable us to breathe. The perfection of the organs of the 
body which are used in breathing are very wonderful. So delicate are they 
that the least pressure would cause exquisite pain, yet tons of air surge 
to and fro through their intricate passages and reach their innermost parts. 
We perform every year at least seven million acts of breathing, inhaling 
one hundred thousand cubic feet of air, and purifying over three thousand 
five hundred tons of blood. This gigantic process goes on constantly, 
never wearies or worries us, and we wonder at it only when science re- 
veals to us its magnitude. In addition, by a wise economy, the process of 
breathing is made to serve a second use, no less important, and the air we 
exhale, or breathe out, passing through the organs of voice, is transformed 
into speech, prayers of faith, songs of hope, and words of social cheer. The 
air which is inhaled or breathed in passes through the lungs and other organs 
of the body and cleanses and purifies and passes out again, carrying with it 
the waste matter or impurities it has picked up in its circulation, or passage, 
through the body. It is very important that pure air be taken into the body. 
The evil effects of re-breathing the air cannot be estimated. The foul air 
which passes off from the lungs and through the pores of the skin does not 
fall to the floor, but diffuses itself through the surrounding atmosphere. A 
single breath will, to a trifling but certain extent, taint the air of a whole 

"If you were asked, "Oh what use is your nose?" would you say, "I can 
smell with it?" Do you remember, when you had a "cold in your head," and 
your nose was "stopped up," how difficult it was to breathe and how un- 
comfortable you felt? Did you realize then how important your nose is to 
breathe through? 

It is much better to breathe through the nose than through the mouth. 
In the first place, if you breathe through your mouth, you take a great deal 
of air down into your lungs at- once, and in cold weather this chills your 
throat and lungs. If you breathe through your nose, you take in less air at 
a time, and it is warmed a little before it reaches your throat. In the second 
place, the air that reaches your lungs by way of your nose is cleaner than 


the air that passes in through your mouth. Have you noticed the little 
hairs inside es^ch nostril? These catch the dust in the air, i£-^ou breathe 
through your nose, so that the dust does not enter your throat aAd lungs. 

Always breathe in through the nose, not through the mouth. When 
you are standing, stand erect; and when you are sitting, sit erect, so 
that your chest may be as broad, and deep as possible and you can take 
deep, full breaths. Take breathing exercises in the fresh air every day. 
Stand up straight with your hips back, and your chest swelled out, and your 
chin held up. Raise your arms stiffly from your sides until they point straight 
out to right and left from your shoulders; and as you do this draw in a deep, 
full breath through your nose. Then let your hands down slowly, and at 
the same time let the air out slowly through your mouth. Sometimes let the 
air out quickly, and at the same time drop your arms suddenly. These are 
good exercises to strengthen your lungs and enlarge your chest. Taking 
deep, full breaths helps much to keep you healthy, bright, and happy." 

Questions on the Lesson: 

Recite and state why you believe the statement given as a memory gem. 

How would you consider the Word of Wisdom to be a warning? 

What things are there other than food and drink that help us to be well 
and strong? « 

What is the most pressing of all our wants, and which we cannot do 
without even for a few moments? 

How many acts of breathing do we perform during a year? 

What is the best way to breathe? 

\Vhat happens to your breathing if you have a cold? 

What is the use of the little hairs inside your nose? 

Note. If possible have some good breathing exercises. H the teacher 
does not understand how to give these exercises a doctor or school teacher 
will be able to give some assistance. 


Pure i-iir. 

Aim — Let thy mind's sweetness have its operation upon thy body, thy 
clothes, and thy habitation. 

Result Desired — That out of knowledge will come better conditions of 


Memory Gem: 

The value of knowledge is, having it, to apply it. — Confucius. 

Suggestive Talk: 

"When we breathe, we do not simply draw in the air and send it back 
again. We breathe out some things which were not in the air when we took 
it in. One of these is water. 

On a cold, frosty morning, you know we see the clouds of vapor, or 
very fine drops of water, coming from our mouths. In hot weather or in a 
warm room we do not see this vapor, but it is there all the same. If we 
breathe on a looking-glass, it becomes dim and damp with the water of our 
breath. There is, of course, a little watery vapor in the air, but hardly any 
compared to what there is in the breath. 

We also breathe out a small amount of animal matter — little bits of out 
own bodies, just ready to decay. This gives the air of an ill-ventilated or 
over-crowded room the close, disagreeable odor we all know so well. Pure 
air has no smell. 

Again, we send out with every breath a kind of gas called carbonic-acid 
Ras, which we can no more see than we can the air itself. 


Let me tell you of a simple experiment. Pour some clear lime-water into 
a goblet. Take a straw, or a sheet of stiff paper rolled into a tube, and blow 
through it into the lime-water. The carbonic-acid gas of our breath will 
rapidly make the clear liquid quite milky. 

Carbonic-acid gas in its pure state acts as a deadly poison. If there is 
too much of it in the air we breathe, it poisons us. We soon breathe hard, 
get pale, faint, and dizzy, and after a time would die. 

Every one has read the story of the "Black Hole of Calcutta." In the 
year 1755, a cruel tyrant in India, having captured a hundred and forty-six 
Englishmen, crowded them, one hot night into a room where two little win- 
dows did not admit enough air for the poor prisoners to breathe. They 
struggled and fought for the air, and in the morning only twenty-three were 
alive. After one of apoleon's great battles, three hundred prisoners were 
crowded into a cave for safe keeping, where in a few hours over two hun- 
dred died from the foul air. 

Ift the mines this gas becomes the dreaded "choke-damp." Persons bent 
on suicide sometimes inhale the carbonic-acid gas from a little charcoal burn- 
ing in a closed room. This same deadly gas sometimes flows naturally from 
the earth. Some of us have heard of the "Valley of Poison" in the island of 
Java. The gas is very abundant in this valley, and, from its weight, sinks 
to the ground, where may be seen, it is said, the skeletons of birds and ani- 
mals which have been suffocated in their attempt to cross this death-trap. 

One would think that we should soon use up all the pure air, and make 
it all bad. If we think for a moment what a great number of people there 
are in the world — how many there are in great cities like New York and 
Philadelphia — breathing out the carbonic-acid gas from their lungs, it seems 
strange there is any air left fit for us to breathe; for it is not only men, wom- 
en, and children who must have oxygen to support their lives, but also every 
other animal. 

The little worms that live in their holes under ground want the oxygen 
of the air just as much as the cows and the sheep. Even lishes could not 
live if the water did not contain air enough for them to breathe. 

vVhy does not the supply of oxygen ever fall short? What becomes of 
the carbonic-acid gas? First, let me tell you what it is made of: Two very 
good things — oxygen and carbon. 

A great deal of our flesh and blood is made of these two things; but 
when they are united, and make this gas, they are of no use to us. We 
might go to the store and buy salt and sugar; but, if they got mixed to- 
j^cther as we brought them home, we could not use ej^ther, unless some good 
fairy could pick them apart for us. 

Now, can anybody pick apart the carbon and oxygen in the carbonic 
acid gas, and make them fit for us to use again? Yes, indeed. We have 
millions of workmen about ns that are busily doing this very thing all the 

Every plant, every green leaf, every blade of grass, does this for us. 
When the sun shines on them, they pick the carbon out, and send back the 
oxyjTcn for us to breathe. They keep the carbon, and make that fit for un 
and other animals to eat. Is not this a wonderful arrangement? 

How does all the bad air get out of the towns and cities, where men 
live, and get to the forests and plains? The wind carries it. Air is con- 
stantly moving about, rising up, falling down, sweeping this way or that 
way, and roving from place to place. In brief, as the Bible tells us, "the 
wind hloweth where it listeth" (pleases). 

Let rs now see some other ways in which air may be spoiled, beside> 
by breathing it. Not only the little particles ont of on- breath, but many 
Oliver thinj^-s make it unwholesome. Even pleasant odors, like ror.CN or 
lilies, arc unwholesome if shut up in a room. 

Dirty walls, ccilinps, and floors give the air a musty, close smell; so do 


(iirty clothes, filthy sinks, and the contents of slop-pails. Some of these 
ought not to be in the house at all; others remind us to open our windows 
wide, and let in pure air. 

While all we have told you about pur€ air applies to perscfhs in health, 
it applies still more to sick people. First, because sick people need every 
possible chance to help them to get well. They need good air just as much as 
thy need good food. Second, because every thing that comes from a sick 
person's body is more unwholesome than that from a healthy person, and 
may be a downright poison. 

Many learned men now believe that numerous diseases are really sown 
in our bodies by a kind of very small seeds, or "germs," much as plants are 
sown in the ground. For instance, scarlet fever, it is claimed has its own 
seeds, or germs, which are shed in countless numbers from the body of a 
person who is suffering from it. Some of these float in the air; and, if we 
breathe them in, they are quite likely to give us the fever. The same may 
be true of measles, small-pox, whooping cough, and other diseases. 

Many other things make the air unwholesome. The foul air from chem- 
ical works, bone and soap factories, and many other manufacturing places, 
is more or less hurtful to health. Certain trades shorten life by the exposure 
of the worker to air loaded with impurities. 

Thus there is the "miners* consumption," due to the dust breathed into 
the lungs. Those who work on steel, emery, pottery, etc., also breathe in 
the irritating dust floating in the air. Other impurities are highly injurious 
to the lungs, as the dust in match-factories, white-lead works, copper and 
brass founderies, and arsenic in wall-papers." 

Questions on the Lesson: 

Review Lesson Thirteen. 

Repeat and discuss the memory gem. 

What is the value of breathing fresh air? 

What is the result of breathing impure air? 

How can you tell that we breathe out water? 

What does the air gather from the body which is expelled as we breathe 

What way can we tell when air is impure? 

Tell some of the conditions that make and keep the air unfit for the 

What is air made of? 

How is air purified? 

What are some of the things which make the air unwholesome? 

What should we remember about sick people? 

What conditions in and around a home would be liable to make impure 
air and cause disease and perhaps death as a result? 

What are some of the illnesses to which we are liable by breathing air 
that may have germs of diseases in it? 

Why do we have health officers and quarantine rules? 

What is the Golden Rule? 

How could we use this rule about helping to keep the air, our homes, 
clothes, etc., pure and clean? 



Aim — The greatest results in life are usually attained by simple means 
and the exercise of ordinary qualities — Feltham. 

Result Desired — A knowledge established of the value of pure air ami 


Memory Gem: 

"The more you practice what you know, the more shall you know what 
to practice." 

Suggestive Talk: 

Why is it that we like the sunrhinc? Why is it that, after days of cloudy 
skies, the flowers brighten up with the first sunshine, and the cows and 
horses in the pasture eat more and frisk about as if they felt better in the 
sunny weather? 

Rain is good for the earth; plants could not grow and streams would 
soon cry up without it. But too much moisture in the earth or the air is 
not healthful. Disease germs grow quickly where there is continued damp- 
ness. Darkness is restful for a little while; but only some Insects and the 
little disease germs thrive in long- continued darkness. Sunshine comes to 
clear the air and dry up unhealthful dampness, and give warmth and color 
to all living things. 

Have you ever noticed a potato that had sprouted in a covered barrel, or 
a dark cellar? Were the young stem and leaves growing out of the potato 
green or white? Probably they were white, or a very pale green, for the 
plant had been starving for light. It is light that keeps plants healthy. 
Without light, plants could not make food for us. Then, we, too, should 
starve if there were not sunshine for the plants. 

The leaves of plants are breathing all the time. In the sunshine they 
are breathing out oxygen, the gas that our blood needs so much, and that 
the plant does not need. But it is only in the light that the plant gives out 
oxygen. That is one reason why the air is so good to breathe on sunny 

If there were no sunlight, so that plants did not grow, could you find 
enough to eat? Could you have milk? or eggs? or meat? If there were no 
plants, could you have a fire or clothes? 

It is necessary, not only for our sight, but for our general health, that 
we should have well lighted rooms. Sometimes housekeepers close up their 
parlors and keep the curtains down, so that no sunlight will get in to fade 
the carpet and the furniture. When the door is opened, the air smells close 
and damp. The windows must be thrown open so that fresh air and sun- 
light may enter, before the room is fit to live in. 

All the dark corners and closets in a house, from attic- to cellar, should 
be kept very clean indeed; for in these places the sun can not help us to 
drive away the insects and disease germs that grow quickly in the dark. 

"Light is an essential element in producing the grand phenomena of 
life, though its action is ill understood. Where there is light there is life, 
and any deprivation of this principle is rapidly followed by disease of the 
animal frame, and the destruction of the mental faculties. We have proof of 
this in the squalor of those whose necessities compel them to labor in places 
to which the blessings of sunshine never penetrate, as in our coal mines, 
where men having everything necessary for health, except light, exhibit a 
singularly unhealthy appearance. The state of fatuity and wretchedness to 
which those individuals have been reduced, who have been subjected for 
years to incarceration in dark dungeons, may be referred to the same de- 

"You cannot imagine, Mr. Kennan," said a condemned revolutionist to 
me in Siberia, "the misery of prolonged confinement in a casement of the 
fortress under what are known as dungeon conditions. My casement was 
sometimes cold, generally damp, and always gloomy. Day after day, week 
after week, month after month, I lay there in solitude, hearing no sound 
save that of the high-pitched, melancnoly bells of the fortress cathedral, 
which slowly chimed the quarter hours, and which always seemed to say: 
'Here thou liest — lie here still.' I had absolutely nothing to do except to 
pace my cell from corner to corner, and think. For a long time I used 


to talk to myself in a whisper; to repeat softly everything in the shape of 
literature that I could remember, and to compose speeches which, under 
certain imagined conditions, I would deliver; but I finally ceased to have 
energy enough to do even this, and used to sit for hours in a sort of stupor, 
in which, so far as I can now remember, I was not conscious of thinking 
at all. Before the end of the first year, I grew so weak, mentally and 
physically, that I began to forget words. I knew what ideas I desired to 
express, but some of the words that I needed had gone from me, and it 
was with the greatest difficulty that I could recover them. It seemed some- 
times as if my own language were a strange one to me, or one which, from 
long disuse, I had forgotten. I greatly feared insanity, and my appre- 
hension was increased by the fact that two or three of my comrades in 
cells on the same corridor were either insane or subject to hallucinations; 
and I was often roused at night and thrown into a violent chill of nervous 
excitement by their hysterical weeping, their cries to the guard to come 
and take away somebody, or something which they imagined they saw, or 
their groans and entreaties when, in cases of violent delirium, they were 
strapped to their beds by the gendarmes." — George Kennan, in Russian 
State Prisoners, The Century, March, 1888. 

Questions on the Lesson: 

Review Lesson Fourteen. 

Recite and discuss the memory gem. 

Describe a sunrise which you have seen. 

Describe a sunset which you have seen. 

Why do you like the sunshine? 

What effect does a bright sunny day in spring have upon you? 

Why do we all enjoy the springtime so? 

What is the value of the dark time or night? 

Why is winter sometimes called the night time of the earth? 

Why is summer sometimes called the day time of the earth? 

Who remembers the story of "The Sleeping Beauty?" 

Who can tell us the main points of the story? 

This story grew out of the old idea or myth of the day time, and the 
night time of the earth. What do you think the prince represented? 

What effect does the darkness have upon plants? 

What happens to potatoes that are left too long in a dark cellar? 

What effect will darkness have upon the sight? 

Who has the better health and strength, the person whose work keeps 
him indoors or the one who labors in the air and sunshine? 

Who was the strongest man? 

(The meaning of the name Samson is "sunlike.") 

The teacher may relate the commands given to the mother of Samson 
about what she should eat and drink.) 

Compare the force of the elements wind, rain, and sunshine. 

Why is the wind sometimes called Mother Nature's broom? 

The story of the Sun and the Wind may be related at this point. 

How does the sun help to purify the air? 

Why is sunshine necessary to good health? 

What are some of the results of inward sunshine? 



Aim — To preserve health is a moral and religious duty, for health is 
the basis of all social virtues. — Johnson. 

Result Desired — Gratitude for healthy bodies and knowledge enough 
to take good care of them. 


Memory Gem: 

I ask not wealth, but power to take 

And use the things I have aright; 
Not years but wisdom that shall make 
My life a profit and delight. 

— Phoebe Gary. 

Air is a mixture of two gases,— oxygen and nitrogen, — in the propor- 
tion of one part of the former to four of the latter. Oxygen is the active 
gas, the feeding and warming gas, the life-giving principle of nature. It 
has been well named "the great supporter of animal life." Nitrogen is 
mixed with it, lest the oxygen should be too strong for us, and burn us 
away too fast. In short, nature dilutes the oxygen of the air for us with 

If we examine the air just as it enters the lungs, and again after it has 
passed through them, we shall find that, while the bulk is almost exactly 
the same, the quality has been changed. ' It has left behind about one- 
twentieth of its oxygen, and taken in exchange for it nearly the same 
quantity of carbonic acid. About twenty cubic inches of air pass in and 
out of the lungs with every breath, and about three hundred cubic feet 
every twenty-four hours; amounting to the contents of sixty barrels. 

Let us try to understand how this interchange takes place between the 
air and the blood in the lungs. 

Experiments carried on outside of the body prove that gases can pass 
through delicate membranes. If a bladder is filled witn oxygen, and then 
hung up in a bottle filled with (Carbonic acid, the two gases will mix with 
each other. The oxygen will pass out through the walls of the bladder, 
and the carbonic acid will pass in. This is in accordance with a well- 
known law of physical science. 

This is practically what happens in our lungs every moment of onr 
lives. The blood and the air are separated only by the thin and delicate 
walls of the air-cells, and by the walls of the capillary blood-vessels of the 
lungs. The matters contained in the blood pass outwards into the lung, 
whilst the matter contained in the lung pass inwards to the blood. This 
last mentioned act constitutes the essential feature in the function of 
respiration. The blood, thus renewed, travels to the left side of the heart 
is pumped out through the aorta, and distributed to every tissue of the 

We may, in brief, look upon the lungs as a kind of market-place or 
exchange, where two merchants — the blood and the air — meet to ex- 
change their wares. Indeed, it is a very busy market-place. 

This, then, is the whole story, shortly told, of our constant need of 
air^ The tissues of the body, of whatever kind, everywhere over the body, 
breathe blood, making pure arterial blood venous and impure, in every 
part of our bodies, except in the lungs, where the blood itself breathes 
air, and changes from impure and venous to pure and arterial. 

The air, as it leaves the lungs, is saturated with watery vapor. This 
is seen when we breathe on the bright steel blade of a pocket-knife, a 
mirror, or any cold, polished surface. As we all know, the surface be- 
comes covered with a thin film, or minute drops of water. In cold weath- 
er this moisture becomes visible with each expiration. 

Air as it leaves the lungs is much hotter than the surrounding air. For 
this reason, on a cold day we blow our fingers to warm them. The air 
breathed out of the lungs also contains a small amount of decaying ani- 
mal matter. Every one knows the unpleasant odor of the air in rooms 
in which many persons have been closely shut up. 

Carbonic acid, in its pure state, acts as a deadly poison. An excess 
of it in the air produces poisonous effects. The air we breathe out con- 


lains four parts in a hundred of this gas. Increase this to ten parts, 
and it will prove a deadly poison to warm-blooded animals.* In smaller 
quantities this gas produces labored breathing, dizziness, headache, and 
a general stagnaton of the bodily life. 

In mines this gas becomes a dreaded "chokedamp.'' It is dangerous 
oftentimes to cross over a vat in which beer is actively fermenting; for the 
air over the vat, loaded with carbonic acid, is utterly unfit to breathe. 

In the open air we rarely suffer any ill effects from carbonic acid, for 
the simple reason that nature is always mingling the gas with the oxygen 
by means of the winds and the rains. A fresh supply of pure, life-giving air 
is thus furnished in the greatest abundance. 

Like a prudent manager, nature utilizes the carbonic acid as the life- 
food of the vegetable creation. The trees, the plants, and the grasses 
make, as it were, oxygen out of the carbonic acid; while we make carbonic 
acid out of the oxygen taken into the lungs. 

While carbonic acid and the waste animal matter gwen off with it 
from the lungs, are the most common impurities, there are many other 
things which make the air unwholesome. The poisoned air due to cess- 
pools, drains, and sewers, is often a frequent source of disease. 

Sewer-gas is a fruitful source of certain diseases, as typhoid fever and 
diphtheria. The foul air from chemical works, bone and soap factories, and 
many other manufacturing places, is more or less hurtful to health. Even 
the dust in our rooms may carry, it is thought, the germs of disease. 

Certain occupations may shorten life by exposure to air loaded with 
impurities. Thus, there is the ""'miner's consumption," or "black lung," due to 
the dust breathed into the lungs, acting like so many little splinters in the 
delicate air-cells. Those who work on steel, emery, pottery, etc., also 
suffer from the irritating dust floating in the air. Other impurities are 
highly injurious to the hings, as the dust in match factories, white-lead 
works, copper and brass founderies, and arsenic in wall-papers. 

Unwholesome as the air may be in the workrooms of many trades, the 
real danger, after all, and that which should be of more importance to the 
public generally, arises from the slow and unsuspected effects of breathing 
air which has already been breathed. The peril is in our own living-rooms, 
our bed-rooms, our school-rooms, halls, vestries, theatres, and churches. 

The best way to rid the air of its impurities is by some suitable system 
of ventilation. To ventilate a place is to cause pure air to flow through it. 
In other words, it is some practical plan to keep the air pure and whole- 
some. Do our best, and we cannot keep the air of any habited room as 
I*ure as the atmosphere outside. 

The object aimed at in ventilation, is to give an out-let to impure air. 
and an inlet to that which is pure, fresh, and moist. Remember that it is 
not at all necessary that air should be cold to be pure. The rcfiuired 
amount of fresh air should be moved evenly thorugh the room or build- 
ing with a gentle current, and without a draught. 

An open fireplace is a healthful, safe, but not economical means by 
which to heat and ventilate a room. Stoves in a room soon dry the air, un- 
less fresh quantities from outside are constantly .supplied. When room^ 
are warmed by heated air from furnaces, the warm air should enter tlirout^li 
registers in or near the floor, on one side of the room; and impure air 
^'hould escape through outlets in or near the ceiling, on the other side. 

Children should be trained from infancy to sleep with the wni'Dw- 
partly open for the greater part of the year. Adult people in vi.trorou^ 
health should gradually learn to do the same. Even in the coldest weatli- 
er, some simple apparatus to let in fresh air is as j^ood as any. Raise tbc 
window a few inches, and put in a piece of board under the lower sash. 
Pure air will enter where the two sashes overlap. 

A common window-screen, cut to the proper size, and covered willi 


flannel instead of wire, will let in plenty of air without draught, and is 
suitable for cold weather. Again., fit an elbow of common stove-pipe into 
a board of the right size, and put it under the raised sash, with a damper 
to regulate the current of air. These and other contrivances are easy to 
make, and cost but little. They answer the purpose even better than those 
that are more costly and complicated. 

Special pains must be taken to ventilate schoolrooms. Pupils are sure 
to be listless, uneasy, dull, and sleepy when the air is not wholesome. 
Children may be comfortable in a well-aired room, but it is very easy 
to let the temperature run up before it is noticed. Whatever the apparatus 
for ventilation may be, the doors and windows should be opened before 
and after each session and at recess. 

The air of the room should be changed as often as once every hour. 
The pupils meanwhile should engage in active gymnastic exercises to pre- 
vent taking cold. When this is done in cold weather, the heat should be 
turned on so as to warm the cold air coming in as quickly as possible. 

Weakly children, those liable to croup, those easy to catch cold and 
other ailments, must be carefully looked after. Never allow draughts of 
cold air to fall directly on the heads of children. Guard the air of the 
schoolroom from the foul air arising from closets, out-buildings, sinks, 
cesspools, and all other possible sources of ill-health. 

Questions on the Lesson: 

Review on Lesson Fifteen. 

Recite and discuss the memory gem. 

What gases are found in the air? 

What does oxygen do for the body? 

How does the air change in passing through the body? 

How many barrels of air passes through the body in twenty-four hours? 

Why are the lungs like a market-place? 

If we breathe in oxygen, what kind of gas do we breathe out? 

How do plants breathe and use these gases? 

Name some occupations that are liable to shorten life because of un- 
healthy air?? 

Why is re-breathing air so very dangerous? 

Name some of the places where we are apt to be compelled to re- 
breathe air? 

What are some good plans for ventilation? 
What are some of the sensations which are felt in a poorly ventilated 
room? (Burning cheeks, headaches, dizziness, sleepiness, etc.) 

What should be done to be sure of plenty of good fresh air in sleeping 

Fifth Grade. 

(Children twelve and thirteen years of age.) 

Subject for the Year— The Articles of Faith. 
Topic for the Month of April — Preaching the Gospel. 


1. Authority to Preach the Gospel. 

2. Preparation for Preaching the (jospel. 

3. Missionaries. 

4 The Missionary Spirit. 



Authority to Preach the Gospel. 

Aim — "No man taketh this honor to himself, but he that is called of 
God, as was Aaron. — Heb. 5:4. 

Development of Lesson Thirteen. 

Read Lecture ten of The Articles of Faith by Talmage, and use from 
it such parts as will be interesting and instructive to the class. Para- 
graps eighteen to twenty, and note two, will be most suitable for this les- 
son. Chapter twenty-two of The Gospel by Roberts should also be studied. 
Note. Be sure to have ready for reading such books as are necessary. 

Questicms on the Lesson. 

Recitation of Article Five. 

What commission did the Lord give to Noah? Genesis 6: 12-21. 

How did Noah obey the commands of the Lord? Genesis 7:5-16. 

What did the Lord ask Abram to do? Genesis 12: 1-2. 

What great work did the Lord give to Moses? This should be an- 
swered from memory by one or more of the class. 

Relate the call which came to Samuel? I Sam. 3:4-14. 

How did the Lord call the apostles when He was upon the earth? 
The Articles of Faith, Lecture ten, paragraph five. 

What happened to Miriam the sister of Moses when she claimed the 
right to find fault with her brother? The Articles of Faith, Lecture ten, 
paragraph 11. 

Have members of the class read or relate the incidents of Uzza, Saul, 
Uzzah, and the seven sons of Sceva as tound m paragraphs twelve, to 
fifteen of Lecture ten of the Articles of Faith. 

What is the incident of Simon the sorcerer? Acts 8: 18-24. 

What was the manner in which Aaron was called? Exodus 4:9-16. 
How was Joseph Smith the Prophet called to preach the Gospel? Re- 
late from memory or read paragraph 18, Lecture ten in Talmage's Articles 
of Faith. 

How has the authority been given since the days of Joseph Smith? 
Read paragraph 20. Lecture ten in The Articles of Faith. 

Do you know of anyone that has been called to go on a mission to 
preach the Gospel? 

How were they called? 

How and by whom are the missionaries set apart for missions? 


Preparation for Preaching the Gospel. 

Aim — "God gives men wisdom as he gives them gold; his treasure 
house is not the mint, but the mine." 

Development of Lesson Fourteen. 

Read chapter 21 of The Gospel by Roberts; use such parts as will help 
in giving the class the thought that it is necessary to labor to acquire ex- 
perience and knowledge. 

Relate the story of how Joseph Smith prepared himself for his first 
vision. His study of the Bible, prayerful attitude, faith, etc. Read chap- 
ters 31 and 37 of the Life of Joseph Smith by Geo. Q. Cannon, and relate 
to the class the efforts made by the Prophet to gain knowledge. 

Read from the life of Wilford Woodruff by M. F. Cowley the follow- 
ing and use in your talk to the class. Page 24 Lessons in reading and in- 


tcrest in the Bible; page 147, illustrating his care in recording events; page 
364 showing his interest in education and science; and page 455 his mar- 
velous industry. 

Tell what you can of the youth of the Savior and the probable manner 
of His education and preparation for the preaching of the Gospel. 

Personal experiences of how missionaries have and are being pre- 
pared may be added to strengthen the aim of knowledge. 

On page 452, the December number of Vol. 2 of The Children's Friend 
will be found a brief sketch of the life of President Jos. F. Smith, in which 
is told the difficulties under which he obtained part of his education. 

Questions on the Lesson. 

Review Lesson Thirteen. 

Recitation of Article Five. 

Recite the aim of the lesson and discuss its meaning. 

If a man should come to the principal of a school and ask for a boy 
or a girl to take a good position, how would the principal make the se- 

Why are examinations necessary for promotions or positions? 

What must precede or come before an examination? 

Why is life sometimes called a school? 

Of what value is experience? 

Tell of some experience in 3'our life that did you good? 

Tell of some great men who became great because of the experiences 
they were compelled to pass through? Joseph being sold, in prison, etc. 
Moses, the forty years of exile before he was prepared to be the leadet 
of his people. Washington, Lincoln, etc. 

To all these men came splendid opportunities. How were they prepared 
to accept them? 

When they were young they could not have had any idea of what life 
was going to be to them. Suppose such an opportunity should come to 
a member of this class, how may we be ready for it? 

What Person of all the people who have ever lived has had the great- 
est influence over all the people who have lived in the hundreds of years 
since His death? 

What was His special mission? 

What was the special mission given to Joseph SmithT 

How many of this class may be called to go upon missions, boys and 

Is it worth while to be ready? 

What is your opinion of men like Wilford Woodruff, Joseph Smith, etc. 



Aim — Ye shall go forth in the power of my Spirit, preaching my gos- 
pel, two by two, in my name, lifting up your voices as with the voice of a 
trump, declaring my word like unto angels of God. Doc. and Gov, Sec 

Development of Lesson Fifteen. 

Review of Lesson Fourteen. 

Recitation of Article Five. 

Read and discuss the aim of this lesson. 

For preparation the teacher should read Section 42 of the Doctrine 
and Govenants and the letter found on page 226 of the Gospel l»y Kobcrt^ 
and give a short talk on the spirit and labors of missionaries. 


Relate the story "A Lonesome Christmas/' and if there be any time 
left, have testimonies of the experiences of missionaries and the blessings 
of the Lord. The members may be encouraged to tell of their hopes and 
ambitions which they desire the Lord to bless. 

Story, "A Lonesome Christmas." 

"You are not going to work today, are you? asked the Something. 

"Why not?" asked the Elder in reply. 

"Isn't today Christmas? People celebrate on this day." 

"And what do you mean by celebrating?" 

"Well, not to work — to do something different. People stay home and 
cat big dinners — and — " 

"But I'm not at home, neither can I go there; I can't eat a big dinner 
because I haven't any to eat; I am a missionary, and my business is to preach 
the gospel Sunday or Monday, holiday or common day — what else can I 
do, anyway?" 

He brushed his hand over his eyes, and swallowed the lump in his 
throat. He kept on packing his grip with books and tracts, then he put on 
his hat, buttoned his coat, and started out. 

"Now, you stay behind," he said to the Something that had been hold- 
ing converse with him, tempting him to remain inactive on that day be- 
cause it was Christmas. 

The Elder was alone, his companion not having yet arrived. He was 
also lonesome. The reason for this was perhaps that, besi(!es being alone, 
he was a young man — not much more than a boy — and had been in the 
missionary field a few months only — again, it was Christmas day. 

The day was not very cold: the sky was clear; the sun shone warm 
The road was firmly beaten, making the walking good. When the Elder 
left the last house of the town where he had stopped for the night, there 
stretched before him an unbroken road to the top of a hill In the distance. 
Not a house was in sight in that direction. 

As he trudged on, the Elder did not check his tears. He had a good 
cry, then he wiped his eyes, and laughed at himself. 

"Mother's boy is away from home," he said, not to the Something, how- 
ever — that had remained behind as bidden. "But I must move — do some- 
thing, even if today were twenty Christmases piled into one." He re- 
membered the advice which had been given him before leaving home: 
"Work, Work, WORK! will cure the worst case of loneliness and home- 
sickness." He had tried this before with satisfactory results; here was the 
supreme test. 

The top of the hill was reached. On it was a house with barns, which 
reminded him of his early home before they had moved to the city. Even 
the arrangement of the yard and stables was just like those he had known 
—but he mustn't think of that. He hurried by. 

He would drill on some scriptural passages: "Except a man be- born 
of water and of the spirit, he cannot enter the kingdom of God. Except 
a man be born — " he repeated, prompting himself, now and then by glanc- 
ing at his book. 

At the first house which he reached he tried hard to sell a Book of Mor- 
mon. They treated him so coldly he had to swallow the lump in his throat 
again. At the second house, a troupe of children stared strangely at him. 
They were too poor to buy books, but they were grateful for some tracts. 
The third house, a poor tumbled-down affair, was guarded by a vicious 
dog, whose teeth the Elder narrowly escaped. At the next stop he had a 
splendid gospel conversation, and by that time the lonesomencss was j?o- 
ing — the rule was working beautifully. 

Midday, came but the Elder got no dinner. He saw and heard and 
smelled much preparation to eat good things, but he was given no op- 


portunity to gratify the other two senses. However, he walked on, sing- 
ing and repeating scripture; he was fighting a gallant fight. 

Towards the middle of the afternoon the Elder arrived at a large white 
house, set well back from the road with lawns and shrubbery in front — 
the home of a wealthy man. Everything was quiet around the place. 

"The gospel is for the rich as well as the poor/' said the Elder. "The 
rich in purse are sometimes poor in soul — I shall go in." 

He knocked on the door. "Come in, come in," some one shouted 
from within. The Elder entered through a large hall into a room where 
an elderly man was sitting by a blazing fire in a grate. 

"Well?" inquired the man, as he looked up. 

"A merry Christmas to you," replied the Elder. 

"Yes; all right?" 

"I am an Elder of the Church of Jesus Christ of Latter-day Saints — 
commonly known as Mormons." 

The man stopped smoking and looked intently at his young visitor. 

"You are?— well— ril be— but sit down." 

The Elder placed his hat on a chair and his umbrella and grip on the 

"An* so you are a Mormon?" 

"Yes, sir." 

"An* what are you doing out here? Why aren't you home eating turkey 
and mince pie— don't you know it's Christmas?" 

"Yes; I know; but I'm on a mission preaching the gospel." 

"An' you think I need preaching to so bad that you have come all the 
way from Utah, and missed your Christmas dinner besides, to preach to 

"Yes, sir," replied the Elder with a boldness that surprised himself, 
"that's just it." 

"Well — but take off your coat and sit up to the fire — throw it across a 
chair. I'm alone today — the servants are all off celebrating — and I'm alone." 
And lonesome," added the Elder. 
Yes; you hit it right, I am." 

So am I — or at least, was earlier in the day. Now I am only hungry." 
Had no dinner yet?" 

"None today." 

"An' today Christmas! Can you help yourself? My leg's bad — getting 
old. There's plenty in the pantry." 

"Thank you — but there's no hurry. Let me get warm first." 

Though the Elder was not so cold as he was hungry, he had to have 
time to adjust himself to this unusual and unexpected hospitality. He drew 
his chair closer to the cheerful fire. On the table by which the old man 
was sitting were a bottle, pipes, tobacco, books, and newspapers. 

"If you are a Mormon, I know you neither smoke nor drink, so I shall 
not invite you to do either. I expect some of the servants home shortly, 
and then we shall have something to eat." 

"Thank you. You seem to know something about the 'Mormons.' " 

"I do. I am a Grand Army man, and I was in Salt Lake City last 
summer at the encampment there. Went there with strange ideas, but was 
never treated so well in my life. I shall never forget it. I heard a lot 
about Mormonism, too." 

"You did? Well, that's interesting." 

"Yes, — I'll tell about it. You know there was a lot of us old soldiers out 
there, and the hotels couldn't take care of us all. T was given lodgings with 
a Mormon family, and they treated me as if I had been one of their near- 
est and dearest of kin come to visit them. An' do you know, when I was 
ready to leave, they wouldn't take a cent. No; they said if I would have 
a kindly remembrance of the Mormon people, and take in and feed any 



Mormon Elder that might come to my door, they would be amply repaid 
—That's what they said — ^an' Fll remember it — was, in fact, just thinking 
about it when you knocked." 

"Yes; I was thinking of that sweet faced Mormon woman and her chil- 
dren — five of them, I think. I do believe if Td stayed a little longer the 
younger children would have climbed on my knee and called me grand- 
dad — I do believe they would. The man talked Mormonism to me, and 
it sounded mighty good — Fve been wanting to hear some more ever since. 

"What part of the city were* you in?" 

Oh, I couldn't tell you. I couldn't get on to your street numbering; but 
— here I've the name of the lady in my note book." 

The old man took from his pocket a small book from which he r-'C, 
Mrs. Mary Jane Allenson, No. 722 East — " 

"That's my mother!" fairly shouted the Elder. 

Both men arose to their feet. 

"No," said the old man. 

"Yes, that's my mother." 

The old soldier limped over to the Elder, placed his hands caressingly 
on hi shoulders, and looked at him steadily. 

"Yes; I can see it in your face. Well, I'll be — My boy, a thou'tnd 
times welcome to my home and what I have — but now, sit right down 
here and tell me all about it." — N. A., The Liahona. 


The Missionary Spirit. 

Aim — For it is not ye that speak, but the Spirit of your Father which 
speaketh in you. — Matt. 10:20. 
Development of Lesson Sixteen. 

Review of Lesson Fifteen. 

Recitation of Article Five. 

For preparation the teacher should read the following and give a talk 
on the main points. 

The fisherman uses many arts and much special knowledge of the 
habits of fish. His calling is for that reason especially typical of the man- 
ner in which unwilling or indifferent men must be caught for Christ. He 
who Would serve Christ by winning souls must work like a fisherman. 
There are nets to be let down to catch thousands, and there is angling gear 
to use for individuals. Ahd some persons can fish best in one way, and some 
in another way. 

There are all kinds of fishers of men for commercial purposes. There 
are agents for insurance companies, and for all sorts of commodities. These 
have to understand the mental attitude of the men with whom they deal 
if they are to be successful. Just so should the fisher of men for Christ 
study His business, and learn how to meet the difficulties in the way of 
catching men by learning to adapt his method to individual cases. To 
make a "dead set" at some is to make them oppositions. To "beat about 
the bush" with others will lead them to despise you as Christ's representa- 
tive. Some may be taken by a frequent pressing home of big truths. Others 
will yield to argument, and explanation, while yet others need to be led by 
their imag^ination. But the great majority must be won by an appeal of some 
sort to their hearts. There are all sorts of "queer fish" in the sea of souls 
and there are appropriate baits and nets for each kind. 

The miracle of the great draft of fishes was, no doubt, worked partly 
to show that in our fishing for men we must be under the guidance of Him 
who knows the hearts of men. He can teach us where and when to "let 
down the nets." 


This fishing business, is not one tnat we may or may not undertake 
as we choose. It is a service that is demanded of us, just as it was a 
sservice that was demanded of Christ by God. And as Christ obeyed His 
Father in all the methods He employed to win men to life, so also we 
must obey. We are called to be on the watch for opportunities to lead 
others into the light which has been shown to us. It is a sacred duty 
And it may become a more fascinating occupation than any other, because 
it is more worth while than any other, and will give employment to and 
so strengthen all our powers. — Selected. 

Questions on the Lesson: 

What is the duty of a missionary? 

If a man is appointed to be the engineer of a train what does he need 
to know about an engine? 

What depends on the engineer's knowledge and ability? 
Why is a missionary a more important individual than the engineer 
of a train? 

Then if a person undertakes the salvation of human souls, what knowl- 
edge must he possess? 

Where will a missionary find the necessary information that will give 
him a knowledge of the Gospel of Christ? 

What is necessary besides a knowledge of the Gospel? 
In preaching the Gospel how will the following habits assist a mis- 
sionary to be successful: 

Courtesy and kindness? 

Being honest? 

Being clean in body and clothing? 

Beng an observer of the Word of Wisdom?" 

Always depending on the Spirit of the Lord for guidance? 

Being humble? etc. 


The CHILDREN'S Friend 


\ol. IX. APRIL, 1910. No. 4. 


Mrs. Leonard Judd never had been willing to have a dog on the 
place. So when her husband received a letter from his brother in the 
country, asking permission to send his dog Carlo to their home, for a 
few weeks — until he was ready to move to his new Colorado ranch — 
Mr. Judd wondered what his wife would say. 

"Let him come, mother, please !" coaxed Harold. "It will be fun, 
having a dog to play with." 

"But they're so much trouble,'' argued Mrs. Judd, dusting the 
polished top of the sitting room table with a corner of her apron. 

"Yet it's only for a little time,'' interposed her husband. "I hard- 
ly could refuse Brother John so trifling a request." 

"That's true, replied Mrs. Judd. "But dogs are such a nuisance !" 

"Then we"— 
"Yes ; we'll take him for a little while,'' interrupted Mrs. Judd', smil- 
ing at Harold's eagerness. "But if any thing should happen that your 
uncle doesn't send for his dog, we're not to keep him !" 

"Oh, he'll come for him," declared Harold. "But," in a voice 
spoken so his mother couldn't hear, "I — I wish he wouldn't. I — I like 
a dog more than 'most anything!" 

In a few days Carlo arrived by express, and a beautiful full- 
blooded shepherd he was. 

"My! isn't he handsome!" exclaimed Harold in delight, as soon 
as the newcomer was taken out of the crate. "He's a — beauty ! I wish 
he were ours, our very own, to keep !" 

"You'd soon get tired of him," replied the boy's mother. "They're 
a great care." 

"But they're useful, sometimes," persisted Harold. "And, per- 
haps, this one will be, before Uncle John takes him away ! If he is, may 
I have one for my own ?" 

"Yes ; if Carlo is of any real use while he's visiting us, you may," 
yielded Mrs. Judd. "I guess I'm safe enough in promising." 

Little did Mrs. Judd dream how soon it would be, before a new 
Carlo, named for Uncle John's dog, would be installed as a member of 
the household. 

For a number of days Mr. Judd had been planning to have a small 


opening in the stable underpinning filled up. On Saturday afternot^n 
— it was a warm day — the mason came to do the work. And with him 
he brought the necessary bricks and mortar. As he began to work- 
he had laid the first brick — Carlo hurried to the spot, and lay down 
directly before the opening in the wall. 

"You must get away from here, old fellow/' said Mr. Wheeler, 
trying to coax the dog away. ''I've got to close up this place now.* 

But Carlo wouldn't move. 

"Come/' and the man tried to pull the dog away by the collar. 

Yet, try as he might, the dog wouldn't stir. 

"What do you want !" exclaimed ^Ir. W^heeler, perplexed. **Some- 
thing must be in there/' he said, laying down the stick. **Is there, sir?" 

Carlo wagged his tail. 

Just then Harold came round the corner. 

"Come here a minute,'* called Mr. W^heeler. 

"What's up?" asked Harold. 

"Can you squeeze through this hole?" 

"I — I guess so — why?" 

"That's what I want to find out," replied ^Ir. Wheeler. "Some- 
thing must be in here that your dog knows about, and doesn't want 
walled up!" 

Harold slowly crawled through the hole under the stable. 

"Well, I should say there is something in here," he called, after 
a minute. "It's Baby Rachel. She's come in here and gone to sleep!" 

Just then Harold heard his mother calling for the baby. 

"She's here," said Mr. Wheeler as Mrs. Judd appeared. 

"Where ?" 

"Under the stable ! And we wouldn't have known it, if it hadn't 
been for the dog!" 

Mrs. Judd stooped and gave Carlo a big hug before going back- 
to the house. 

"I — I said they were of use," cried Harold. 

The next day his mother herself went with Harold to select a (hi:,- 
The kennels were not far from where they lived. 

"I'd like a little one," decided Harold; "one I can train." 

The owner conducted ^Irs. Judd and Harold to where there wert 
nine drinking out of one dish. 

"My! aren't they dear!" exclaimed the delighted boy. "May I 
take my choice?" 

**Yes," replied ^Irs. Judd. "But they never can quite be equal to 
Carlo! If it hadn't been for him. what would have become of Rachell" 
— Selected. 




If it had begun earlier, perhaps it would not have been so black, or 
if it had begun on the right side of Polly's bed, or if Polly had begun it 
»»inging at the top of her voice in the usual way. If any or all of these 
things had happened, perhaps it would have been a white Friday. 

The day before had ended a little black, because there had been no 
bedtime. Of course. Polly had gone to bed, but to Polly a bedtime 
meant a long cuddle in mother's lap, and a story. These she never 
missed unless something very important prevented. Polly did not call 
little Cousin Cornwallis very important. He was so little, and freckly 
and — and oh, homely! 

"I wish he hadn't come a-visiting," Polly thought ungraciously; 
"I never go unless somebody invites me. Of course, if he were a girl 
cousin" — 

But little Cousin Cornwallis was a boy cousin. 

"I can't come up tonight, dear/' mother had said smilingly the 
night before Polly's black Friday; "little Cousin Cornwallis needs me, 
to tell him a story this time. You're not homesick, and all alone in a 
strange land." 

"I'm the nearest relation to you/' Polly had returned stiffly, "and 
I'm not so homely and freck" — 

"Mary." Mother did not say anything but that, but mother's 
"Marys" meant a great many things. Polly's cheeks grew red, and 
^he tramped away miserably to bed, ashamed to ask for a good-night 
kiss. It was not a bedtime at all that night, just a plain, unhappy 
i^oing to bed. 

Black ?>iday morning Polly was late to breakfast. She had had 
a great temptation not to go down at all, but to hurry away to school 
by the back way — Nora would have given her a sandwich in the kit- 
chen. Then she need not have heard mother say: "Aren't you going 
"o invite little Cousin Cornwallis to go to school with you today, 
Polly? He will enjoy the music, and the pieces." 

Polly didn't — oh, she didn't want to invite him ! It was I^st Day 
, at school, and everybody dressed up and spoke pieces, or played duets 
on the piano, or sang solos. Polly was to sing a solo. She had put on 
her next-to- very-best dress, and her gold chain, llow would little 
Cousin Cornwallis' shabby trousers look beside gold chains and next-to- 
hcst dresses ? 

Polly was ashamed of little Cornwallis. That his father was dead, 
and his mother in a hospital, did not touch Polly's heart at all on this 
black Friday morning. She did not yield to the temptation to run away 
from him, but she went scowling down to breakfast wishing he was 
^ome other person's cousin instead of hers. 

"You're going to invite little Cousin Cornwallis to go with you 
this morning, aren't you, Pc^lly?" Of course mother said it! '*He 
\ull enjoy tlie pieces and songs." 


So there was nothing else to do but to invite him, and Polly went 
away to school with the lean little hand tucked into her hand. Little 
Cousin Cornwallis had tucked it there confidingly. He was not nearly 
so tall as Polly, and took short, babyish steps that made Polly cross. 
Everything made Polly cross today ; that is the way on black days. 

"I like songs," ventured the little fellow after an uneasy silence; 
"I like to sing them when Fm at home, but I guess it kind of takes 
your voice away to be a long way off. I guess I couldn't sing a song 


"Nobody wants you to!" snapped Polly, and then, a little 
ashamed, she hurriedly changed the conversation. But little Cousin 
Cornwallis persisted gently. "Oh, I didn't know," he said. "At my 
school they always invite visitors to — to perform, too, if they are will- 

"Well, they won't invite you to perform," laughed Polly; "you 
needn't worry any. You'll not have to take any part in the exercises to- 
day !" 

But Polly did not know. She could not look ahead and see the 
part little Cousin Cornwallis was to perform. 

It was a real bedtime this night, in spite of its being the night of 
black Friday ; for a very subdued little Polly begged to sit up till moth- 
er had been up to bed with little Cousin Cornwallis. 

"There's something I want to tell you, mother," she said. "Mayn't 
I wait, just tonight? And if — if you think I'm worthy of being cuddled, 
may I tell the story this once?" And mother agreed willingly. 

"Now then," she smiled when a little figure in a long white night- 
gown had snuggled into her arms, "begin, Polly — I'm ready. Does it 
begin, 'Once on a time,' as stories often do?" 

"No," Polly said, "it begins, *Once on a black Friday.' To- 
day is black Friday because somebody has been cross, and that some- 
body is me, I began cross, and middled cross, but I haven't ended 
cross. I've ended ashamed of myself." There was a short silence, 
then : "There's a hero to this story, mother. You never could guess 
him because heroes don't usually have freckles and patches. Still, you 
can try to guess" — . 

"Litle Cousin Cornwallis,' said mother softly. 

"Yes; how did you guess? Well, now I'll tell the story. You 
know I was dreadfully ashamed to take him to school looking so" — 

"I was ashamed to have you, Polly. You looked very cross and 

"Oh!" breathed the little story-teller, for Polly had not meant it 
that way. Mothers are queer persons! 

"But of course I had to, so I did. I guess I was real mean to him. 
I'm afraid I was, mother. I put him in my seat, and didn't introduce 
him to anybody, or ask him to play at recess. And" — Polly's red little 


face hid in mother's dress, — "I told him not to tell a living soul that 
he was my blood relation. I didn't want anybody to know it." 

The pause this time was so long that mother asked, "Is the story 
ended, Polly?" 

"Oh, no, I haven't begun it! Well, while we were speaking our 
pieces, you know, all at once little Cousin Cornwallis got right up and 
walked down to Miss Pemberton's desk, and then walked back again. 
The scholars giggled, and I was so mortified ! It was right in the mid- 
dle of a piece. But Miss Pemberton didn't look a bit cross only sort 
of worried. Pretty soon she got up and put up her hand to stop Janie 
Mills from speaking any more, and she said she guessed we'd all been 
good enough to be let out early, right that minute. Only we must 
walk out nicely, like ladies and gentlemen. Then she sat down and 
played the dismiss march on the piano, and we marched out. Truie 
Vose whispered that she smelled smoke, but we s'posed she imagined 
it. Mother, that schoolhouse was on fire ! That was what little Cousin 
Cornwallis told Miss Pemberton, quietly like that, instead of shout- 
ing 'Fire!' and scaring everybody. Miss Pemberton said the stairs 
were so narrow it would have been dreadful if we had panicked. 
Maybe, some of us would hkve been killed! She said little Cousin 
Cornwallis had maybe saved our lives. Oh, I was proud of him then, 
mother! But I didn't say he was my cousin, because I didn't think 
I deserved to, after being so mean. I didn't deserve to be proud. 

"They put the fire out, but they had hard work to do it. That's 
the end of the story." 

Mother rocked on without saying anything for a little. Then she 
said a queer thing. 

"Black or white, little girl? Choose." 

Understanding came quickly to Polly. "White!" she flashed, "I 
choose white, for days!" She snuggled her head deeper under the 
soft cheek. "Tomorrow is going to be white Saturday, mother !" she 
murmured. — Selected. 


It was what an old resident called "one of spring's laxy days. The 
snow was rapidly disappearing, leaving a checkerboard effect upon the 
hillsides — irregular patches of white and brown, neither the one or 
the other predominating. The gutters were "running" with rushing 
miniature rivers, while the roads were nearly impassable. 

Harold Mason was coming home from the post office when, in 
jumping across a deep puddle near his father's yard, he accidentally 
dropped the little bundle of papers he was carrying under his arm, into 
the mud and water. 

"I'm glad my invitations didn't get wet," he thought, to himself, 
picking up the papers and shaking off the water. "I never got a real 


**grown-up" one before. Fm glad I have a new suit so I can go — I 
got it just in the nick of time !" 

*'Any letters, dear?'* inquired Mrs. Mason, as Harold entered the 
house and turned to close the door. 

"No, mother.'* Then quickly: '^IVe got an invitation to Emory 
Stephenson's party; I guess you wouldn't call that a letter. See?" 
And Harold handed Mrs. Mason the small, dainty missive. 

"It's very kind of them to think of you, dear," remarked Mrs. 
Mason, slowly reading the tastefully engraved invitation — for the 
Stephensons did nothing by halves. **You'll get a chance to see their 
beautiful home ; also to become acquainted with Emory's older broth- 
er. He's just back from Europe I hear, and he's a splendid young fel- 
low to meet. I regard such an acquaintance as that of great value to a 
twelve-year-old boy. I wonder if your Cousin Holman is going?" 

"I don't know ; but I rather think not. I saw him down the street 
and he didn't say anything about it; but then he doesn't know Emory 
very well." 

When Harold went out of the room a few minutes later he left 
his hat on the table, and his gloves, one on the radiator by the window 
and the other where he had carelessly thrown it down on the sofa. 

"I wish Harold would learn to put his things away where they 
belong," and Mrs, Mason picked up his hat and carried it with his 
gloves into the hall. "I'm afraid he will never learn that there's a place 
for everything; at least he doesn't seem to realize it now." 

Harold Mason had one habit that caused his family a good deal of 
annoyance ; Uncle Freeman called it his "non-returnable" habit. When- 
ever he read a book he never returned it to the bookcase, it was so 
with everything — ^things were always left where he happened to be 
using them. 

"You make us all a great deal of trouble, Harold," his mother had 
again and again chided him. "We often want something when we are 
in a hurry, but it isn't where it's usually kept, and so we're compelled 
to lose valuable time in hunting for it, when with only a little exertion 
on your part, in returning a thing to its place, wc would be saved all 
such extra trouble.''' 

"He'll never get over it — failing to return things where they be- 
long until he is taught a lesson, a lesson that directly results from his 
own careless habits," prophesied his grandmother, sagely. "Now. 
mark my word and sec." 

'*! think perhaps you're right, mother," agreed the younger Mrs. 
Mason. "And to my mind the sooner he receives his lesson the better 
— better for him and for all concerned." 

Harold had never anticipated any social pleasure with such eager- 
ness, as he did the Stephenson party. The entire week before it was 
to occur, all he talked about was his going and the fun he'd have w hile 

"I think he even dreams about next Thursday's party," laughed 


his mother, one noon after Harold had left the dinner table. "I only 
hope the anticipation won't dull the event itself. 'T would be a pity if 
it did." 

On Tuesday, Harold very carefully laid out on the bureau in his 
room the shirt, cuffs, collar, and tie he was to wear. Uncle Freeman 
had given him a new pair of patent leather shoes for the occasion in re- 
turn for Harold's doing some copying for him. 

**I wish you'd write the figures in red ink," directed his imcle, 
Wednesday morning, before going to his office. 

Early in the evening Harold set about his task, and hunt high 
and low, he couldn't find anv red ink. 

**I have some red aniline dye — a whole bottle of it — and it will 
do exactly as well," declared Harold's grandmother, coming to his 
aid. *'It's even better than ink — 'twill keep its color longer. You may 
have it. and welcome — but be sure to return it to my room after you get 
through with it." 

**Sure I will, grandmother ; and Til be only too glad to. I shouldn't 
want to wear Uncle Freeman's gift to the party tomorrow evening and 
know all the time that I hadn't done what he wanted me to in return 
for them — they're dandy shoes!" 

It was late when Harold got through with his copying, and he was 
tired and sleepy. 

**ril just put the dye in the closet, on the medicine shelf tonight," 
he decided. "It's so late I'll return it to grandmother tomorrow. I 
won't bother her now ; she may be in l)ed." 

Before going to his room Harold gathered up his uncle's papers, 
laid them in a drawer in the bookcase where they'd be safe, and then 
jHit the bottle of dye in the little closet in the dining room. 

In the night, long before morning, Harold awoke with severe 
neuralgic pains in his face. He endured it patiently for a while, but on 
its seeming to grow worse, he decide to get some liniment and rub his 
face in it. He got up in the dark and hurried down the stairs. 

**I don't need a light," he thought, in his haste to get relief from 
the pain. **I know where the bottle is — I could put my hands on it 

without anv eves !" 

* • •■ 

Opening the closet door, Harold reached up for the bottle and 
fjuickly rubbed some of the contents over the whole of the left side of 
his face. After giving it a number of applications he returned the bottle 
to the shelf and groped his way in the dark back to his room. 

**I believe it feels better — a little," and he tumbled hurriedly into 
bed. But the pain was not relieved, and twice again in the night Harold 
went down stairs to bathe his aching face. 

In the morning it was much better, and he almost forgot the slcej)- 
less night and his painful experience in the pleasurable anticipation of 
the coming party. 

"Just think, it's today T' he exclaimed aloud, jumping with a bound 


to the floor. "Fll have just the swellest kind of a time ! Tisn't often 
a fellow gets a chance to go to a party like that!'* 

While hurriedly dressing, he happened to glance into the mirror 
over the bureau. 

''Good-ntss sakes! What — what ails me!" and Harold stood hor- 
rified before the looking-glass. The left side of his face was a bright 
red — redder than anything, it seemed, that he had ever before seen. 
"What — what is the matter ? Mother !'* he called, in deep distress, rush- 
ing to the door of his room. "Do come here — quick r 

"It — it isn't a disease," concluded Mrs. Mason, after a hurried 
examination of Harold's face. "It looks as though you had bathed it in 
something — it looks like dye to me. Where have you been to — " 

"Nowhere," interrupted Harold, slowly, "only down — ". He 
leaned back against the foot of the bed. "I had neuralgia in my face 
last night, and I got up and put on some — some — liniment ; I did that 
three times." 

"Did you return my dye after you had used it in your copying?" 
inquired Harold's grandmother, who had come from her room to see 
what was the trouble. 

"No ; I put it in the closet — I was so tired !" 

"I — I see ; you've bathed your face in aniline dye," explained Mrs. 
Mason. "Didn't you have a light?" 

"No — o ;" and Harold rubbed his face dolefully. "Do you suppose 
it will prevent my going to — ". He hurried again to the mirror. 'Will 
— it come off!" 

"I'm afraid not — not enough of jt so you will feel like going to 
the party tonight. It will disappear after awhile — but it will take time," 
and Mrs. Mason again made a close inspection of her son's face. 

"Then I'll have to give it up — and I'd planned on — on it more'n — ''. 
Harold could hardly keep back the lump that was fast gathering in his 

Try as hard as he might, no amount of rubbing would take off the 
bright red dye — it had been too thoroughly applied the night before. 

"I guess, mother," said Harold late in the evening w^hen the two 
were alone in the sitting room, "when I use a thing again it will be re- 
turned to its place after I'm through with it. 'Twas a wretched medi- 
cine — that horrid red dye — but I know it's made one cure all rights- 



Winiski's round face was wreathed in smiles. He had received a 
license to sell buttermilk in the streets of the Little Father's city 
of Moscow. Winiski's last hopeck had been expended in purchasing 
his little stock in trade — a large, clean, white apron, which was tied 
tightly about his waist, and a wooden tub painted yellow, from which 
swung a glass cup suspended by a chain. The boy would have liked 
to have two aprons, so that when one was soiled he could use the other. 
But, alas, he had no money to buy another, so he must retire from the 
street while his sister scrubbed it. His clean, white apron was his 
badge of trade. 

Winiski collected his buttermilk every other day out in the country 
districts. In winter he sped down the broad, frozen river on his snow- 
shoes, stopping at all the farmhouses to collect the liquid, balancing his 
great tub carelessly as it grew fuller, and then speeding back to the 
city, ready to give a glass of milk to each of the thirsty passers-by. 

It was in the summer of 73 that he became discouraged. It was 
a hot season but no one seemed to want buttermilk, and the boy could 
not see why. But one day, a pompous military man, with a flower in his 
buttonhole, came along and stopped. "What luck, my boy? None to- 
day?" he inquired. 

"No," and Winiski's visored cap was pulled far over his sad little 

The next day the pompous man strutted down the street, twirling 
his long mustache, and wearing a fresh flower in his buttonhole. It 
was the very same hour as the day before. "What luck, my boy?" 
Winiski could hardly keep back the tears, but he was a brave boy and 
replied, softly, "None, sir." 

1 tell you what you do. How much have you there?" 
'Many a gallon, sir ; ten rubles' worth, sir." 

'Here," and the gentleman handed him the exact sum. "Take your 
fresh buttermilk and go to the Wetterstrasse ; there you will find many 
beggars gathered for their daily meal of mush. Give to them a refresh- 
ing draught, and be here at the same spot day after tomorrow with a 
fresh lot of buttermilk." 

Winiski rushed oflF, pleased to do the bidding of his kind friend, 
and how the faces of the tired beggars lighted up at the unexpected 
gift of the boy. 

"But it is rtot my gift," when, for the third time, the boy brought 
the full yellow tub to the street of the beggars. 

"Whose is it then ?" they asked in chorus. 

"A man who wore a military coat, and always a fresh flower in 
his buttonhole, and — " 

A shout arose. "Why, that's the Lattle Father himself — the great 
Czar !" they cried, and the buttermilk boy blinked with astonishment and 
pride. — Selected. 



"I don't like doinjr housework/* 

Said little Millie Brown; 
**I don't like washing dishes. 

Or sweeping cobwebs down. 
I do not like the ironing, 

Or making bread and pie; 
I hate to do the scrubbing, 

And sewing makes me sigh. 

"But there's one thing I do like 

In weather hot or cool — 
From morning until evening 

I just love teaching school. 
So, early every morning, 

I take mv little broom. 
And teach him how to hurry 

And sweep the sitting-room. 

*'And then I teach the duster 

The furniture to clean, 
Till everything is shining 

That room's four walls between, 
Each day I teach the dish-cloth 

To wash the cups and spoons, 
And all the time we study 

We sing the gayest tunes. 

"I teach mv little flatiron 

lo gallop here and there. 
And leave the clothes behind him 

All shining smooth and fair. 
I teach \v little monstick 

To scrub the kitchen floor. 
He says his lesson better 

Each dav than e'er before. 

"I teach my little needle 

The hem to stitch and run; 
And. oh, he smiles so oroudly 

When well the lesson's done! 
At night, when school is over, 

And lessons all are said, 
I teach mv feet to carry 

The teacher off to bed." 

— Selected. 



Not many years ago, there lived in one of our large cities a little 
girl who was just about as clever and as patient as most other little 
girls — no more, no less. Like the average little girl, she was not of 
any particular importance to anybody, but her family, and herself. But 
she had a warm little heart, and used it when an opportunity came 'her 
way. She noticed that a poor family on a neighboring street had a 
half-clad baby, and she determined, all by herself, to do something 
for the child. She saved her pennies, and studied the question of ma- 
terial, cut and price, working out her plans little by little, till she had 
bought and made a complete outfit of twenty-two article, even provid- 
ing soap and towels. Then she took it round on Christmas Day, and 
presented it. The mother*s gratitude was great, and the little worker 
was so delighted with her success, and had foimd the work so pleas- 
ant in the doing, that she tried to interest some of her playmates in 
helping to clothe another baby. They decided to form a society, "like 
i^rown-up people/' and call it the Christ-Child Society ; and so its lov- 
ing, quiet mission began. 

That little society has grown until it help)ed twelve hundred chil- 
dren last year. It has branches now in tw^o other large cities where its 
members have moved, carrying their helpful work with them. It not 
only takes thought for little babies, but for children who need country 
vacations, or libraries, or instruction in sewing, basket-making, and 
so on. At Christmas, each member undertakes to brighten the day for 
at least one poor child. The child, if old enough, is requested to write 
a letter, asking for the gift most desired by its little heart. 'One tiny 
homeless waif wrote: 

"Dear Christ-Child: Please send me a doll. I never had one in 
my life. I have no address ; I lives around. But send to the lady, and I 
will get it." 

One thousand such letters were sent and bountifully answered 
last Christmas. 

The little girl who began the society is now a woman. She is still 
its president. It is a great happiness, every year, for her to see its 
work widening and deepening. She has chosen for its motto, *'Tt) work 
is to pray." To her will always be given the credit of having established 
a beautiful and noble charity. But it began just in a little girl's life, 
and in a little girl's way. The secret of beginning where you are was 
the secret of her success. 

There are ever so many girls who read this who want to be able, 
and do large things for the world. They dream of what they will do. 
some day, when the opporunity comes in all its glory. But the trouble 
with these dream-castles is that they stay in the air, because no good, 
solid foundation is being built, every day. for them to float down and 
settle upon. There is nothing surer than the attraction of air castle 



and earth foundation, when once the stones are laid. It is as certain 
as the attraction of gravitation. Every great life that has realized its 
castles in the air has realized them by this simple and sensible method. 

But the stones of a foundation are not particularly glorious- 
looking. They must be laid down, one by one, in the clay of everyday 
life. They don't look like part of the castle that is coming. In reality, 
they are its most essential part. Twenty-two little articles, sewed and 
shaped clumsily enough by untried childish fingers — these did not look 
like foundations of a big society. Yet everyone of them was a begin- 
ning of beautiful usefulness and of deserved honor. 

I suspect, however, that the little girl, as she sewed away, was not 
thinking of herself at ail, but of the little destitute baby who needed 
the things so badly. That is the foundation of foundations, after ail- 
not to think about one's self. An air castle that is built onlv for the 
girl herself, never, never can come true. The way to do noble things 
for others, and for God, is to keep thinking about others, and about 
God ; and so to work, will truly be to pray, and life will be built up fair, 
and true and glorious, under the abiding light of heaven. — Selected. 

The girl who is not gentle lacks a crowning charm. — Selected. 

• •. i» 

*'One of the most beautiful traits in the life of a girl is simplicity. 

To be happy men and women, we must learn, as boys and girls, 
to find our interests and our work in life largely outside of ourselves. 
Selfishness poisons the springs of happiness. — Exchange. 

"Do you like to do that kind of work, over and over, day after 
day?" some one asked a humble worker. 

"I have learned to like to do what I have to do, what I ought to 
do,'* said the worker, smilingly. 

If duties come to us, that ought to be done, even though they are 
not of our own choosing, let us catch the spirit of the humble worker 
and undertake the task with a smiling face." 


When Teddy has gone for a visit 

Such a change as comes over the house! 
There's not, from one day to another, 

Enough racket to startle a mouse. 
The cook is no longer molested, 

The puppies are never at strife, 
Grandpa's mid-day nap is unbroken. 

And the cat has some peace of her life. 

There is no one to ask endless questions, 

And no one to race through the hall, 
There is never a whoop or a whistle. 

And never a door banged at ail; 
No coaxing to "tell us a story," 

And never a lesson to say — 
Oh, the house is delightfully quiet 

And peaceful when Ted is away! 

But when there is no boyish laughter 

To make even burdens seem light. 
And no little tired lad to cuddle 

On a motherly shoulder at night; 
And no one to whisper at bedtime. 

With a shy, tight hug and a kiss, 
That in all the wide world he is certain 

There isn't a mother like his. 

There is no one to run on an errand, 

And no one with "secrets" to tell. 
There is no one to find grandpa's glasses, 

And hunt for his slippers as well; 
And somehow or other we're feeling 

That an hour seems as long as a day — 
Oh, the house is so dreadfully quiet 

And lonesome when Ted is away. — Selected. 


No boy can aflFord to neglect his work, and with a boy, work, as a rule 
means study. I am no advocate of senseless and excessive cramming 
in studies, but a boy should work, and very hard. At his lessons, in 
the first place, for the sake of what he will learn, and in the next place, 
for the sake of the effect upon his own character of settling down to 
learn. Shiftlessness, slackness, indifference to studying, are almost cer- 
tain to mean inability to get on in other walks of life. Of course as a 


boy grows older, it is a good thing if he can shape his study in the 
direction toward which he has a natural bent; but whether he can do 
this or not he must put his whole heart into it. I do not believe in 
mischief-making in school hours, or in any kind of animal spirits that 
makes poor scholars; and believe that those boys who take part in 
rough, hard play out of school will not find any need for horse play in 
school. While they study, they should study just as hard as they play 
foot-ball in a match game. It is wise to obey the homely old adage: 
"Work while you work; and play while you play." 

There is no need to be a prig. There is no need for a boy to 
preach about his own good conduct and virtue. If he does he will 
make himself offensive and ridiculous. 

But there is urgent need that he should practice decency ; that he 
should be clean and straight, honest and truthful, gentle and tender, 
as well as brave. If he can once get to a proper understanding of 
things, he will have a far more hearty contempt for a boy who has be- 
gun a course of feeble dissipation or is untruthful or mean or dis- 
honest, or cruel, than this boy and his fellows can possibly in return 
feel for him. 

The boy can become a good man by being a good boy — not a 
goody-goody boy but just a plain, good boy. I do not mean that he 
must love only negative virtues. I mean he must love the positive vir- 
tues also. "Good" in the largest sense should include whatever is 
fine, straightforward, clean, brave, and manly. The best boys I know 
— are good at their studies or their business, fearless, stalwart, hated 
and feared by all that is wicked and depraved, incapable of being aught 
but tender to the weak and helpless. A healthy-minded boy should 
feel a hearty contempt for the coward, and even a more hearty indig- 
nation for the boy who bullies girls or small boys or tortures animals. 

In short, in life as in a foot-ball game the principle to follow is: 

Hit the line hard; don't foul and strike, but hit the line hard.— 
Theodore Roosevelt. 


Never you mind the crowd, lad, 

Or fancy your life won't tell; 
For work is work for a' that 

To him that doeth it well. 
Fancy the world a hill, lad; 

Look where the millions stop; 
You'll find the crowd at the base, lad; 

There's always room at the top. 

— The Day Star 





"Flip, flap, flummery," a new game, is so simple that any one can 
play it without "previous experience," although it is guaranteed to 
keep the brightest wits in the company constantly on the "qui vive." 
In this game flip is the figure 5, flap a cipher, flummery the figure 2, 
syllabub is the figure 7, squash the figure 9. The flip-flappers from a 
circle with their chairs, and beginning at No. 1, name the numbers 
from one to five hundred. Each person in turn names a number. 
Wherever a combination occurs containing flip, flap, flummery, etc., 
the number is not mentioned, its name being substituted. Thus the 
number fifteen is omitted, and flip substituted; the number twelve is 
omitted, and flummery takes its place. If two or more occur in one 
combination of figures the names are combined. Thus the number 
209 is flummery, flap, squash. Each player has five points to keep or 
lose. Each time he gives a number which contains a flip-flap instead 
of giving its name he loses a point. The rule of succession renders 
the game doubly exciting. According to this regulation, if any one 
fails to give a flip-flap number correctly the person next to him re- 
sumes the counting and corrects the mistake. This renders it diffi- 
cult for any player to calculate just what combination is likely to fall 
to one's share. 


One says, "I sell you the house of my good little man." The 
next, "I sell you the door of the house of my good little man." The 
next, "I sell you the lock of the door, etc.," and so on at pleasure. 

These games may be adapted to memory and drill work in school 
to advantage. For example. The Good Little Man may be trans- 
formed into something like this: "I will sell you wool when you 
come to the city of Boston." "I will sell you shoes and hides and 
leather and wool when you come to the city of Boston." "I will sell 
you cloth and boots and shoes and hides and leather and wool when 
you come to the city of Boston." And this may be continued with 
the addition of Jewelry, clocks, cutlery, etc., until it is time for some 
one to say, "And that is the most that I will sell you when you come 
to the city of Boston." 




Have you heard of the household fairy sweet, 
Who keeps the home so bright and neat? 
Who enters the rooms of boys and girls, 
And finds lost marbles or smooths out curls? 
Who mends the rent in a girlie's frock, — 
Or darns the hole in a Tomboy's sock? 
If you don't believe it is true, I say 
You may search and find her this very day. 
In your home. 

You must not look for a maiden fair. 
With starry eyes and golden hair; 
The hair may be threaded with silver-gray 
But one glance of her eyes drives care away. 
And the touch of her hand is so soft and light 
When it smooths out a place for your head at night. 
My household fairy you cannot miss, — 
It's "Mother." 

— ^Alice B. Huling. 


Simply go on as you have begun — simply "neglect the great sal- 
vation" — and you will make your everlasting ruin sure. 

Many faithless, foolish parents have stood by the grave of a child 
which they dug with their own hands. How? Did they administer 
slow poison, or strike an assassin-knife through the young heart ? No ; 
but they killed their child just as surely, by simple neglect of the first 
laws of health. 

Many a father, too, has wrung his hands in agony before the 
prison-cell which held a ruined son, or over a letter which told him of 
a son's disgrace, and on those very hands rested the guilt of that bo/s 
ruin. Why? Had they led that boy into Sabbath-breaking, or theft, or 
profligacy? No ; but they had left the youth alone, and left him to rush 
into them unrestrained. Neglect was the boy's ruin. There is no 
need that the man in a skiff and Niagara's rapids should row toward 
the cataract ; resting on his oars is quite enough to send him over the 
awful verge. — Rev. T. L. Cuyler, D. D. 


The habit of threatening is a bad element in the training of chil- 
dren ; unless threats are meant, the mother has nothing to gain in 


using them, and she loses much of the respect of her child. In a re- 
markably short time he learns that the mother's threats are mere words, 
that they mean nothing; so he continues to do exactly as he pleases 
in spite of them, while the mother sighs and wonders why her child 
is so disobedient. 

I heard recently of a mother who told her little girl to change her 
shoes before going to drive. The child fretted and whined, and while 
she did not positively refuse, neither did she make any effort toward 
obeying the mother's request. After ten or fifteen minutes of un- 
pleasant skirmishing between mother and child came the threat, "Very 
well, then; you shall not go to drive with me unless your shoes are 

At this the little girl made a sudden run for the hall, then slowly 
edging her way sidewise down the stairs, kept calling back, "I'm going 
to get the carriage, I'm going to get the carriage." She kept this up 
until she reached the door, then darted out and did get into the car- 
riage. The mother meanwhile was helplessly exclaiming: "What is 
there to be done with such a disobedient child? I know I ought to 
bring her right back and insist upon her minding me, and really she 
should have a good spanking; but if I attempt to bring her back she 
will scream and kick, so I suppose I must give in rather than have a 

When the mother went out, this prematurely wise little girl greet- 
ed her with the sweetest smile and these words : "You did not mean 
a. word of what you said, did you, mother? I knew it." And with 
a knowing twinkle in her eye she added, "If you really want me to. 
ni change my shoes next time." The mother, who but a moment ago 
was distressed and mortified at the disobedience of her little girl, now 
laughed and thought her remarkably clever, and so she was. 

All the greater is the pity that a child naturally so bright and really 
lovable should not have her rare talents, developed by judicious man- 
agement. — Marianna Wheeler, in Harper's Bazaar. 

People should be guarded against temptation to unlawful pleas- 
ures by furnishing them the means of innocent ones. In every com- 
munity there must be pleasures, relaxations, and means of agreeable 
excitement; and if innocent are not furnished, resort will Be had to 
criminal. Man was made to enjoy as well as labor, and the state of 
society should be adapted to this principle of human nature. — Chan- 

"In your efforts to win the boys and girls have you ever put personal 
solicitude to the fullest test? It succeeds often where all glittering induce- 
ments fail." 

(^ — ^ — =^ 


>W. =00= = =^ 

The Articles of Faith, 

The teachers in the Fifth Grade are constantly using Dr. Tal- 
mage*s Articles of Faith. The Deseret Sunday School Union has is- 
sued a Pocket Edition, bound in leather, on good paper with clear 
readable type. Price $1.00. We take pleasure in recommending its 
use to Primary Officers. 


The General Board have read and discussed this book with pleas- 
ure and profit. It is recommended as a basis for study in all officers 
meetings and to every mother, and teacher, in the Church. It is full 
of lessons which teach hope and give inspiration to a better life. It 
may be ordered at this office. Price $1.25 net. Postage extra. 


Where will you find such poetry? Milton said: "There are no 
songs like the songs of Zion." 

Or such oratory? Daniel Webster said: "If there is aught of 
eloquence in me, it is because I learned the Scriptures at my mother's 

Or such logic? Lord Bacon said: "There is no philosop>hy like 
that of the Scriptures." 

Or unity and completeness of beauty and power? Froude said: 
"The Bible is in and of itself a liberal education." 

Or what book or books can compare with it? Sir Walter Scott 
said : "Bring me the book." "What book?" "There is but one book, 
the Bible." — A Quiver of Arrows, 


There is no task of the teacher that can surpass in importance this 
work of forming right tastes of reading among children. It makes not 
so much difference what children learn as what they love. What they 
learn they will forget ; what they love they will keep. If children do not 
learn to use and appreciate good books at school, they will hardly ever 
learn, and their education will not amount to much. The school has 
to do with child and youth, but the library has to do with the child, the 


the youth and the man until the end of his life. A good book is a 
blessing, but an evil one a curse. — D. B, Johnson. 


Many of the prettiest of the books you own are bound in white 
or something about as delicate, and after a little handling they look 
soiled and shabby. It is not necessary to leave them in this condition, 
however. New bread is excellent for cleaning soiled covers. Use it as 
you would an eraser, taking a fresh piece as soon as that which you are 
using becomes dingy. The erasers such as crayon artists use will re- 
move the finger prints from the pages without defacing the paper. — 


One of the most fascinating achievements of modern science is the 
feat of lifting by magnets. Enormous weights are lifted by the draw- 
ing power of some monster magnet. This fact in the physical world has 
its parallel in the realm of the spiritual. There are other magnets — 
powerful ones. A very potent influence is that of books. Girls who 
read Louisa Alcott's wholesome, homely, merry, and sensible stories are 
almost sure themselves to grow home-loving, merry, and sensible. To 
be careless of one's reading is unconsciously to trifle with great forces 
of good or evil. For there are magnets of evil as well as good — mag- 
nets that do not lift, but drag forever and irresistibly downward. Look 
out that your ideals are such as to aid you to mount upward They will 
surely be a motive power, upward or downward, according to their na- 
ture, and you cannot escape their influence. The thing that you can do, 
and that you are to blame for not doing, is choosing your own ideals. 
— Selected. 

A bad book is as dangerous to the soul as a dose of poison to the 
body. The skull and crossbones ought to be on its cover, for it often, 
alas, brings ruin and death with it into many young lives. — Selected. 





If we had seen Christ with the lame, the halt, the blind, the poor who cry, 
If we had known Him as He came in touch with sin and leprosy. 
Would we who care what people say. 
Have walked with Him a little way? 
Would you or I? 

If He had bidden us to come, the night before He was to die. 
To supper in that upper room that overlooked Gethsemane, 
Would we who live by park or fen 
Have supped with common fishermen? 
Would you or I? 

If we had been among the throng that saw the lowly Savior die. 
If we had heard the cruel song, the heartless jest, the mockery, 
Would we who now His triumph sing 
Have hailed Him then as Lord and King? 
Would you or I? 

We love the Easter anthems sweet, our prayers ascend to God on high; 
We cast our treasures at His feet, and sing with joy His victory; 
But when as man He lived with men 
Would we have seen His glory then? 
Would you or I? 

— Selected. 

April Conference. 

A meeting for Primary officers, Stake and Local, will be held during 
the Annual Conference of the Church in Salt Lake City, Utah. The time and 
place will be announced later in The Deseret News. 

Special Invitation to Primary Officers. 

The General Board of the Primary Associations extend a cordial in- 
vitation to all interested in the Primary work to come and visit with them 
in their new home in the Bishop's Building. Here will be found all the 
supplies that are necessary for the successful conduct of Primary work. A 
good collection of books for the use and benefit of t,he officers. Books for 
the children which should be in every Primary Library. Books for enter- 
tainments, such as, drills, cantatas, operettas, recitations, songs, tableaux, 
etc. Officers will be welcome to come and inspect the supplies and make 
their own selections. Members of the General Board will be in attendance 
to give any advice or counsel which may be needed. Come and see us. 

Teaching Reverence and Respect. 

The majority of the children of today are somewhat lacking in rev- 
erence and respect for sacred people and places, and for those whose posi- 
tion or age would naturally call for respectful consideration from others. 
The Primary Associations long ago decided that every effort should be 


made to combat this condition and to inspire in the children admiration 
and respect for worthy actions, noble lives, proper authority, old age, etc. 

The children can be helped through rightly directed reading and good 
lessons, but the best results in teaching prqper respect will be obtained by 
example; it is much more effective than precept and though excellent les- 
sons may be presented one disrespectful action on the part of the teacher 
may undo and forever ruin the results labored for in teaching this important 

Every meeting with the children, either in the Association or out of 
it is an opportunity for the teacher to give to her children lessons that will 
be of the greatest assistance in establishing the right way of thinking as 
well as doing towards those to whom we owe respect and reverence. 

The teacher, must herself feel that which she desires to teach. Be 
reverential in manner and action when teaching about sacred persons and 
places; the bowed head and lowered voice, expresses much that may not 
be heard in words. The teacher who whispers in a meeting or in any way 
shows that she has no interest or respect for the occasion, cannot expect 
to have much influence with her children in the Primary Association. 

Visitors to our meetings give an excellent opportunity for the teachers 
to show how to be respectful and courteous to strangers and friends. The 
children should be required to place chairs, take care of wraps or in any 
other possible way be polite and attentive. 

Another very fine opportunity is given at the Annual Conference of 
the Primary Association. This is the children's meeting, and in the prep- 
aration for it, time should be taken to discuss with the children as to the 
very nicest way we can show appreciation to our parents and friends, and 
especially the visitors for coming to see what the children can do. A place 
must be set apart with special chairs, which may be borrowed for the oc- 
casion, for the Bishop and his counselors; then perhaps some of the Stake 
Authorities will honor us with their presence; maybe the Stake President 
of the Primary Associations or some members of her Board will con 
others whom we will be delighted to see. These good people come to see 
and hear the children, and while it is not wisdom to have preaching at these 
meetings the Local President or one of her assistants should announce the 
names of distinguished visitors and extend words of welcome and appre- 
ciation for their presence. They must always be given seats of honor, and 
be where the children will see them and can feel the influence of their 

We urge upon all Local workers in the Primary Associations to be 
especially careful in this respect and to never allow any golden chance to 
teach reverence and respect to pass them by. The Priesthood, persons 
holding positions of trust and those who are old^ should always be treated 
with the most extreme courtesv and receive tAl possible honor from Pri- 
mary officers and children. 

"Eternity and God are not mere words, but present realities. God is; 
eternity surrounds us. Now is the present tense of eternity. We can only 
find God in our hourly work, in our daily living, if we are to find Him truly 


"The work which we count so hard to do 
He makes it easy, for He works too; 
The days that are long to live are His, 
A bit of His bright eternities. 
And close to our need His helping is." 

— Selected. 




My dress is made of satin; 

I come when skies are blue; 
And in the sunny meadows, 

I wait and watch for you. 

I know you love me dearly, 

For when you take me up, 
I hear your voice exclaiming, 

"Why, here's a buttercup!" 

— Helen M. Richardson. 


There was an old hen in a coop, 
Whose chicks made a beautiful group; 

But they ate all day long. 

Which was certainly wrong. 
And caused their po.or mother to droop. 

She foraged for crumbs at the door, 

She scratched them up worms by the score; 

She fed them all day, 

In her motherly way, 
And still they were crying for more. 

Then Tommy declared: "It*s a shame! 
Those chickens are surely to blame. 

But ril throw corn and wheat. 

Every bit they can eat; 
For to fill them quite full is my aim." 

Now Tommy throws grain from the door. 
And the hen scratches worms by the score; 

The chicks eat all day, 

And I'm sorry to say 
That still they are asking for more! 

— Hannah G. Fernald. 


Once a little brown bee was invited to tea 
By a little proud lilv he knew. 
So he hastened away that very same day 
To partake of her fresh honey dew. 

Now this little brown bee so delighted was he. 
That he really forgot to go home, 


And lingered and sipped till the yellow sun dipped 
Far down, and the twilight had come. 

Oh! this poor little bee, how embarrassed was he! 
For his hostess then went straight to sleep 
Her green shutters closed tight, all safe for the night, 
With little bee fast in their keep. 

Since then, little bee, when he goes out to tea, 
To save his feelinRrs a shock 
By failing to know when home he should go, 
Just carries a red "four o'clock." 

— Selected. 


When I'm a man; Td like to be 

Something big and great; 
An admiral who lives at sea, 

Or governor of my State. 

rd like to be an engineer, 

Who runs the State express; 
rd like to be a brigadier, 

And eat my meals at mess. 

rd like to keep a candy store. 

Or write a book or two — 
About the countries I'd explore 

From here to Timbuctoo. 

And then, I think, it would be fine 

If I could — ^by and by — 
Be a captain on a baseball nine, 

A Sampson or a Schley. 

So now I think I ought to grow 

The quickest way I can: 
For what I'd really like, you know, 

Is first to be a man. 

But when I ask my Uncle James 

What he would most enjoy. 
He laughs at me, and then exclaims: 

"I'd like to be a boy." 

— St Nicholas. 


How smooth the sea-beach pebbles are! 

But, do you know, 
The ocean worked a hundred years 

To make them so? 

And once I saw a little girl 

Sit down and cry 
Because she could not cure a fault 

With one small "try" !— Selected. 



First Grajde. 

(Children four and five years of age.) 



Memory Gem: 

"God sends His love to us, 

To make our goodness grow, 

Let us be sweet like flowers, 
That in the garden blow." 

Review Lesson Sixteen. 

Recite the memory gem from the last lesson and let the children tell 
you how we may be gentle, kind and obedient. Bring in the little home 
duties in your talk, emphasizing the part that little children may take in 
making home a happy place in which to live. 

Singing, rest exercises or games. 

Development of Lesson Seventeen: 

Talk about the various kinds of wild flowers which are blooming now. 
Flowers that bloom in the house. Flowers that grow in our gardens. The 
colors and odors may be talked about. What does God send to the flowers 
to help them to grow into beauty and fragrance. 

What does God give to little boys and girls to help them to be beauti- 
ful and sweet like the flowers. (Repeat memory gem.) Talk about the 
good things which God gives. Go into details, allowing the children to tell 
as much as they can about parents, home, etc. 

Why do flowers give us pleasure? They look beautiful and smell sweet 
and it makes us happy to see them and to have them in our homes. How 
do mothers and fathers make us happy? How may boys and girls make 
mother and father happy? We have all these nice things because (repeat 
memory gem). 

Singing, rest exercises or games. 

Story, "The Little Watchers." 


Agnes ran quickly into her mother's room. 

"If you see Doctor Preston go by," said Mrs. Ives, "or any other doctor, 
you would better call him in. Tm afraid I'm going to be sick." 

Agnes went from the room with a troubled face. It seemed to her that 
mother was pretty sick now; she talked so little, and was not at all like 
herself. She had been in bed all day. 


"Paulj" she said to the little brother by the window, "mother wants a 
doctor. We must watch for one." 

"I can go up to Doctor Preston's." 

"Mother doesn't wish to have us go out in such a storm. The snow is 
very deep." 

"Yes," Paul admitted; "but I guess I could go." 

"Mother says, 'No;' so we must keep watch. Perhaps he'll go by." 

The snow covered the road tracks and banked the window sill, and shut 
out much of the familiar view, making the children feel very lonely. 

"I wish. mother would get well," longed Paul; but his sister's eyes were 
fixed on an approaching carriage. 

"I believe that is Doctor Grimes!" she said. "Yes, it isl" as the horse 
drew nearer. She ran to the door, and called. 

The physician came in, scattering the snow from his great coat, and 
bringing a big whiff of icy air. 

"Whew, but it is a blizzard this time!" he said, as he warmed his hands 
before the stove. After seeing Mrs. Ives, he dropped some medicine into 
a tumbler of water that Agnes brought to him. 

"Give her a teaspoonful of this every half hour, until she perspires 
freely. That may not be till sometime in the night. Do you suppose you 
can keep awake?" 

"I'll try," Agnes said. 

"You must! Everything depends upon it. If your mother isn't better 
by morning she'll have to have a nurse." 

If the physician had not had so many worrisome cases on his hands, he 
surely would have realized that those children ought to have had an older 
person with them over night. As it was, he only bade them be sure to 
follow his directions. 

At seven o'clock Paul astounded his sister by announcing that the clock 
had stopped. 

"Oh," she cried, "what shall we do?" 

"We'll not know when to give mother her medicine!" said Paul in a 
scared voice. 

Agnes thought hard. She wound the clock, and set it going again. 

"Tick, tock! Tick, tock!" went the little timepiece. 

"It's all right!" exulted the children. But in five minutes it stopped 
once more. Agnes gazed at it desperately, and then again swung the pendu- 
lum. It went for two minutes. 

"Say," exclaimed Paul eagerly, "why can't we keep it going? We 
can take turns!" 

"We will!" cried Agnes. 

Agnes and Paul Ives never will forget that night of the blizzard, when 
they kept the pendulum from stopping. One would take a nap on the couch, 
while the other would watch the clock. At midnight Agnes nearly lost her- 
self, which so frightened her that she was wide-awake in a. hurry. 

Next morning the doctor found his patient much better, and he cotii 
plimented the little watchers. 

"You have saved your mother from an attack of fever," he told them. 
"Now she will be all right in a day or two." — Emma C. Dowd. 



Memory Gem: 

"Even I, a tiny child, 

May help some one today, 

I can make my parents glad 
If quickly I obey." 


Review Lesson Seventeen. 

Recite memory gem from last lesson. Review talk about flowers, home 
life, etc. Let the children tell how Agnes and Paul took care of their sick 
mother. They were beautiful and useful too. 

Singing, rest exercises or games. 

Development of Lesson Eighteen: 

Recite the new memory gem and then continue the thought about the 
flowers, how they give pleasure because they do their duty. Children who 
keep themselves sweet and clean will be like flowers. They must find out 
what father and mother want them to do and then do it. Talk about the 
little duties which children are usually required to perform and the right 
time in which they should be done, "I can make my parents glad if quickly I 
obey." Emphasize the quickly. 

Singing, rest exercises or games. 

Note: (If the teacher objects to telling a fairy tale, there are a number 
of stories on obedience in back numbers of the "Friend" which may be 

Story, "Princess Silkilocks." 

I am going to tell you a fairy story today. It isn't a true story; it is 
about a princess who was so much like some little folk that I knew and it 
tells us about some flowers, so I thought, maybe, it would help us to re- 
member to mind and obey our fathers and mothers. 

You have heard so many times about little children being disobedient 
that perhaps it will be a comfort to you to hear about a fairy princess who 
should have been good — and who wasn't. It all happened in this way. Usu- 
ally, like the little girls and boys we know, the Princess Silkilocks was sweet 
and dear and good, but once in a while she certainly did not act as a fairy 
princess should. Perhaps she was a little bit spoiled. In fact, we think 
there was no doubt at all about that. One day the King and Queen of 
Fairyland went off for a visit, leaving Silkilocks in the care of her nurse, 
a very strict old grasshopper. There were many servans in the fairy palace 
to look after Silkilocks but as soon as the King and Queen were gone they 
all ran off for a good time, too, and the strict old( grasshopper went to 
sleep, and Silkilocks began to feel very lonesome, indeed. We can't help 
feeling sorry for her, can we? It was one of those dark nights when the 
moon does not shine but when the fireflies are so bright they look almost 
like flying stars as they roam about among the flowers, and Silkilocks stood 
at her window looking out of doors and crying softly to herself. Sudden- 
ly she heard music, and there right before her window was a real fairy 
orchestra of grasshoppers and crickets and katydids playing away for dear 
life, on their way to a fairy ball. "I'm going to the ball, too," declared the 
fairy princess to herself. "If no one stays to take care of me, then I'll 
take care of myself, so there!" So she went into the Fairy Queen's room 
and put on one of her mother's lovely cobweb gowns embroidered with dew 
and spangled with moonbeams, and coiled her pretty hair high up on her 
head, and then she went out to the fairy stables and jumped on the back of 
her favorite moth, and away she went to the ball. And she certainly did 
have a good time. Once in a while she remembered that her mother had 
said, "Be very good while we are gone," but not very often, for the grass- 
hoppers and the crickets and the katydids played such lovely music, and 
the other fairies were all so srood to the pretty little Silkilocks that she quite 
forgot how naughty she was to run away from home. But just as the fun 
was at its merriest she heard a queer rumbling noise, and she knew right 


away what that meant. It was the rumble of the coach of the King and 
Queen of fairies, drawn by fat dormice. Her father and mother were 
coming home unexpectedly! What should the little Princess do? For the 
first time she realized how very naughty she had been. She told her troubles 
to one of the fireflies and he felt so sorry for the little Princess that he 
gave orders for all fireflies to put out their lights, and under cover of the 
darkness Silkilocks sped home. She reached there before her father and 
mother did, hung up the cobweb, put the moth in the stable, and hurried 
to bed, having first hung her mother's slippers on a bush to drv, for they 
were dripping with dew. When the King and Queen slipped into her room 
she was silready asleep. In the morning as soon as she woke she hurried 
out to put the slippers away, but just as she drew near the bush a little 
girl passed by and saw what she thought were two beautiful flowers, and 
picked them and went off, leaving Silkilocks crying underneath a rose leaf. 
Then it was that the Fairy Queen found her, and Silkilocks was so sorry 
by this time that she told her mother everything. "I won't ever be bad 
again," she sobbed. *'Not till the next time," said the Fairy Queen, gently. 
'But I must help you to remember." And so she did, by planting flowers 
everywhere, the lovely lady's-slippers of our gardens^ to remind all little 
fairies to be obedient. — Selected. 


Memory Gem: 

"Politeness is to do and say 

The kindest thing in the kindest way." 

Review Lesson Eighteen: 

Re-tell the story of Princess Silkilocks and from the myth of the Lady- 
slippers carry the thought of the beauty and fragrance of the flowers into 
the little duties of childhood to show that keeping one's self neat and clean, 
being cheerful, happy and obedient is to live like the flowers, and that by so 
doing we will be shgwing that we truly love each other and that, (repeat 
memory gem from last lesson.) 

Singing, rest exercises or games. 

Development of Lesson Nineteen: 

Tell the story "In Japan" and then ^talk with the children about some 
of the ways we can be polite and kind. A very good exercise is to have 
one of the children stand in the front or in the center of the class and 
beckon to another and when thev meet to bow politely, shake hands and 
say "how do you do." In Kindergarten Chimes will be found a very pretty 
little game with words and music called "Every-day politeness." which 
would be most suitable for this lesson and could be used often as a rest 

Story, "In Japan.'' 

Pretty as butterflies are the little Japanese children, and just as polite 
as little folks can be. Japanese fathers and mothers would think the world 
was coming to an end if their little folks said, "I won't," and stamped 
their feet in anger when things went wrong. And whv do you suppose 
Japanese children are so very polite? Because from the time they are 
babies they are told that they must try always to make other people happy. 
And after all, that is what true and real politeness is, making other folks 
happy. Then, too, the grownup people are forever trying to make the chil- 
dren happy, and they succeed so well that Japan is called a "Paradise for 


Babies." Japanese children are taught to laugh when they are hurt, and 
smile when they feel sad. Thwt is why you hear only kind words and 
happy laughter when Japanese, little ones are playing together. But then 
of course, you can find kind words and happy laughter in America, too, for 
Japanese children are not the only good children in the world, by any 
means. No, indeed! Japanese mothers love to tell their boys and girls 
stories that will teach them to be polite. Sometimes these stories arc 
true, sometimes they are fairy tales, but always they are beautiful. There 
is one story about the peach blossoms that Japanese little ones like to Hstcn 
to when the peach trees are in bloom, and every little zephyr sends showers 
of pink petals down to the earth. One day, so the story goes, a poor woman 
found a new and beautiful fruit lying on the ground. The woman, although 
she was poor, and very hungry, would not have dreamed of eating the lovely 
fruit all by herself, so she carried it home with her and cut it in two so 
that her husband could have half of it. And there, right in the center of 
the rosy fruit, was the most cunning fairy imaginable! He hopped right 
out and said with real Japanese politeness, "A thousand thanks for setting 
me free! My name is Shin-to. What can I do for you in return for your 
kindness?" The old -man and his wife thought a minute, and finally they 
asked for the seed of the beautiful fruit to plant, because if it grew other 
people could enjoy the gift also. And how the fairy Shin-to did smile upon 
them! And he took the seed and planted it in the ground. And in just one 
minute little green shoots came up, growing taller each second. Branches 
and leaves appeared very quickly, and then the loveliest of pink blossoms 
filled the air with a sweet, wonderful perfume. The flowers soon fell to 
the ground, and in their place the fruit began to grow, hard and green at 
first, then turning a beautiful rosy color, touched with yellow where the 
sunshine fell upon it. When the fruit was quite ripe the fairy Shin-to 
smiled again and bowed very politely and said good-by. This was the first 
peach tree that ever grew, so the Japanese people say. Folks came from 
all over the world to get its seeds and to buy its fruit, and soon the old 
man and his wife had everything they needed. But we must end this story 
the way the Japanese mother does. She says, "So you see, we shouldn't 
have peaches to eat, if they hadn't behaved so nicely!" — Selected. 



Memory Gem: 

"All the little children 

Who try with patient care 
To grow each day more loving 

Are Heart's Ease everywhere." 

Review Lesson Nineteen: 

Recite the memory gem from the last lesson. Let the children help to 
retell the story "In Japan." For rest exercise play "Every-day Politeness" 
or other games which teach the children to be polite. 

Development of Lesson Twenty: 

"Heart's Ease" is another name for pansies. If there are any pansies 
in bloom it would be nice to have a few to show the children, or a picture 
of pansies would help. Let the children examine the flowers, talk about 
them and say which colors they prefer, etc. Tell them that sometimes pan- 
sies are called "heart's ease" because when people are sorrowful they have 
the heart-ache and the little pansy looks up so bravely at the world that 
sad people sometimes look at it and it makes them feel so much better 
that the ache goes out of the heart, it is eased of its pain. So with children 


if they are brave and try to be like the pansy, always having a bright smil- 
ing face they are "heart's ease" and everybody loves them. The stories giv- 
en for this lesson should be told so that the children will get the thought 
that little folk have many chances to make others happy. 

Singing, rest exercise or games. 

Story, "Grandmother's Present" 

It was grandmother's birthday and mother was going to send her a 
beautiful blooming plant. It stood in a large pot in the hall. "It looks like 
a little fat tree," Patty said. 

"And it smells good," said Nellie. 

Patty and the twins, Bertha and Bernard, belonged in the house, with 
the beautiful flower, and Nellie and Dora and Billv Boy had stepped in for 
the purpose of going to prrandmother's birthday party with their cousins, 
Patty and the twins; for all these little girls and boys were grandmother's 
grandchildren, and right proud she was of them. 

"Who will carry grandmother's present to her?" cried father, with a 
twinkle in his eyes. 

"Why, father," said Patty, "it looks like a little fat tree;" but she 
stopped and tried her best to lift the large pot. 

"I can't carry it for you, Uncle Charlie, 'deed I can't," said Nellie. 

"Neither can I, Uncle Charlie," said Dora; "I wish I could. I wish 
Billy Boy could carry it: grandmother would laugh so." 

The twins went to the little fat tree and nearly upset the pot in order 
to do what Billy Boy couldn't. 

Then father brought a little red wagon with blue wheels from some- 
where around in the yard. He put the big flowerpot into the wagon and 
placed Billy Boy in front of it. "Billy Boy is to be the driver," he said. 
"Who will be the horses?" 

"Us! cried the other children. 

There was a long golden rope for a tongue to the little wagon, and fath- 
er harnessed Patty in the lead. Behind Patty he placed the twins, and be- 
hinkl the twins Nellie and Dora. Then he put a bridle with bells on it 
all around the little laughing horses, and gave the ends of the reins into 
the chubby hands of Billy Boy who grasped them with all his might. 

Then Billy Boy was told to drive steadily, and he nodded. 

My, you should have seen grandmother's happy face when the team 
drove up bringing her that beautiful present! She kissed everybody, but 
Billy Boy had the first kiss. — Selected. 

Story, Their Fairy Neighbor." 

Betty and her father and mother had just moved into the green cottage, 
and they did not know a single neighbor on the street. That first night 
while they were at tea the back door bell rang. Betty ran to see who was 
there, and came back, her eyes bip" and shining. 

"There wasn't anybody there, and this was on the sill!" she said. 
"This" was a plate of hot muffins, covered with a napkin. 

They ate the muffins, and wondered who could be so thoughtful as to 
send them, and it made them feel quite at home to know that they had 
such kind neighbors. 

At breakfast the next morning the bell rang again, and as before, Betty 
saw nobody; only she thought she caught a glimpse of something white 
flashing around the corner of the house. But when she had picked up the 
plate of piping hot pop-overs, and peeped around to see, there was no 
one in sight. They laughed and wondered, and enjoyed the pop-overs, and 
Betty said she was going to watch and find out who it was. 

At noon she did watch for a while from the corner of the kitchen; but 


at last she grew hungry and went into the dining room to eat her dinner. 
Pretty soon the bell rang again, and this time a little box of ice cream hung 
from the door knob; but nobody in view. 

"Well, I wonder how long this is going to keep up," said Betty's father. 

"I wish we could say 'thank you?'" said Betty's mother. 

"Can't you write 'thank you?'" asked Betty. 

So Betty's father wrote on a slip of paper, ''We would like to know 
our kind neighbor, so that we could thank her face to face as we do thank 
her in writing." 

Betty pinned it up by the side of the door, and that night when the 
big piece of chocolate cake came, she saw it was gone. 

The next morning, early, Betty's mother found a small bag of rolls 
on the door knob, and on the bag was written, "From your fairy." 

This puzzled Betty a good deal. "Do you suppose it is really a fairy?' 
she asked her mother. 

"I think you will know the fairy some day," she replied, and then you 
can decide for yourself. Meantime, let us just wait and be glad." 

After a few days, just as Betty concluded to watch through a whole 
meal, the fairy visits became irregular, so she gave up that plan. But one 
noon, her mother sent her to the refrigerator, which was on the back pi- 
azza, for the pudding, and as she started to open the door she caught the 
sound of a light footstep and stood quite still, her heart fluttering wildly. 
In a second a little girl and a basket of peaches came in sight — a very 
astonished little girl she was, too! They stared at each other, and then 
they began to laugh, and Betty quickly recognized the little girl next door- 

The merry time they had then, and Betty was glad to have found out 
the secret of their fairy neighbor. — Good Housekeeping. 

Second GtRade. 

(Children six and seven years of age.) 

Subject for the Year — ^Thc Lord's Prayer. 

Topic for the Month of May — ^Thy Kingdom Come. 


1. My Kingdom. 

2. The Kingdom of Home. 

3. The Kingdom of Heaven. 

4. The Millennium. 


My Kingdom. 

Aim — To awaken in the minds of the children some thought of pos- 
sibilities of self-control. 

Result Desired — Development of power to think about ourselves and 
judge of some of our actions. 


In these lessons it is hoped that the children will get some knowledge 
about themselves and the value of self-control. While parents and teachers 
help all they can each bov and g:irl must do their part to be well and happy. 

Begin your talk with them about their bodies, for instance: What 
grows on your head? What color are your eyes? Wh^.t do you use to 
Y^alk with? To work with? Go into as much detail as you can, permitting 


the children to enumerate the various parts of the body and mind and their 
uses. To whom does your bodv belong? The children may sav God or 
father and mother. This is partly true, but a child must learn to do with- 
out parents, must walk, talk, go to school, etc. without help. 

Our bodies grow strong because we eat and drink. How do we get 
food, etc. Lead from the thought of the parents work to thoughts of God 
who gives the harvests, streams of water, etc. Why are cur bodies strong? 
develop thought of independence and how each one must Jearn to take their 
share in the work that needs to be done. How will you take care of your 
body? Help the children to see the value of cleanliness and the necessity 
of being careful so as not to take cold, etc. Eating good food and being 
able to refuse food that will make the body sick such as candies, cakes^ pies, 
etc. Help the children to understand some of the possibilities of the mind, 
the part of us that thinks. The part of us that sometimes gets angry, 
sulky, etc. The part that helps to be kind and helpful and that remembers 
what parents and teachers say to us to help as to be good. 

Lead the children to see that they are the rulers over their 0)vn 
thoughts and that in a way they have a little kingdom of their own. Now 
what kind of a king or ruler would you like to be? 

Memory Gem: 


My heart is God's little garden, 

And the fruit I shall bear each day. 

Are the things He shall see me doing. 
And the words He shall hear me say. 

Singing, rest exercise or games. 

Story, •* Angelina." 

In the beginner's class there was a little girl whose face was nearly 
always full of smiles, and her voice sweet and pleasant, but one bright, 
happy morning I saw her lips were all in pout and her eyebrows drawn 
together, making a queer little frown, and when I laid my hand on her 
shoulder and said, "What is the matter, Angelina?" she only wriggled and 
twisted in her chair. "Come," I said, "let's get up with .he other children 
and march to the ring for the games." But when I gave her my hand she 
screamed and cried so that the children could hardly hear the march the 
piano was playing for them. What do you think was the matter with the 
little girl, what made her do so? Yes, she had lost her temper and was 
cross enough. How. uncomfortable all the children were to have Angelina 
so cross, and how sorry and troubled the teacher was till Angelina was 
ready to help and be a pleasant little girl again. 

Did you ever try to plav with a child who was cross? Did you have a 
good time? Do you think he had a good time? No, a cross child is not 
happy. Where does it make you feel badly when you are cross? Ah, 
yes, it makes the heart all hot and naughty, and unhappy if the cross feel- 
ings are not kept out of it. — Selected. 

(Recite memory gem.) 

Now I will tell you about a man whose name was Nabal, and you 
shall tell me if his heart ought to have been full of happiness and pleasant 
feelings, or unhappiness and bad temper. 

He had a beautiful home, many cattle, plenty of money so that he could 
buy almost anything he wished, and a lovely wife to make his home pleas- 
ant for him. Do you think he should have been a happy and good- tem- 
pered man? He was not either happy or good-tempered. He was cross 
and ugly. He could not always have been so ill-humored, but by letting 
the bad temper grow, perhaps at first when he was a little boy, he got to 


be such a disagreeable man that no one could have any comfort with him. 
He could not seem to answer any one pleasantly, for he was hasty in his 
spirit, and would get angry. Every one near him was unhappy. 

David, who could play so nicely on the harp, and who took care of 
his father's sheep, had grown up now and was a captain with a band of 
soldiers. He was near Nabal's palace, and he and his soldiers had watched 
over Nabal's flocks so carefully that no robbers or wild beasts could hurt 
them. When it came time to shear the sheep Nabal had plenty of things 
to eat made ready for the men who were doing the work, and most people 
at such a time would send presents to their friends of good things to eat 
David knew this, and so he sent ten of his young men who had helped to 
take care of Nabal's flocks and told them to give a greeting to Nabal for 
him, and to say that if he would like to give them some of the good things 
which he had they would be glad to have them. 

If Nabal's heart had been right, if he had not been hasty in his. spirit, 
he would have been glad to do this kindness for David and his men, even 
if they had never done anything for him. But Nabal was cross; his heart 
was full of ugly thoughts and feelings, and he answered David's men in an 
ugly way and would not give them anything. When they went back and 
told David, he took four hundred soldiers and started for the place where 
Nabal lived, meaning to fight against him. 

Just see the danger that Nabal's surly temper put him in I But his wife 
Abigail heard about what he had done, and she started to meet David, tak- 
ing him presents. When she met him she asked him to forgive what 
Nabal had done, aad she was so pleasant and kind that David was very 
glad to do as she asked. I think he was glad, too, that his anger was 
checked before it made him do an unkind thing to the man who had been 
unkind to him. 

Nabal could not help showing in his face and voice and all he did how 
he felt in his heart. No one can help it. If Nabal had wanted to make his 
face and voice and actions right, what would he need to have right first? 
What did litle Angelina need? A right spirit, so that she would not get 
angry and say cross words. And we? We need a right spirit too. (Re- 
peat memory gem.) — Selected. 


Kingdom of Home. 

Aim — ^To impress the thought that the home is a tjrpe of heaven. 
Result Desired — The feeling deepened that each child must contribute 
its share to the happiness and well-being of the home. 


Help the children to understand why kings or rulers are necessary. Use 
the material from the last lesson to illustrate how we are rulers over our- 
selves that our thoughts are our kingdoms, over which we have control. 
Use the positions of bishops, teachers or others to illustrate how people 
have power to govern for the best good of everybody concerned. What 
would happen if everybody did as they pleased in school? Suppose there 
was no one to ring the bell for school to begin or for recess, etc? Who 
says when the bell shall ring? Would you like a school without a prin- 
cipal? Continue by using Sunday Schools, meetings, etc. What would 
happen if there were no bishop, to take charge of things in the ward? 
How about home? Who are the rulers there? Go into details of home 
management to develop the thought of value of good rulers and order, in- 
cluding the demands made upon the father if he does his share in keeping 
everything orderly and comfortable. Emphasize the value of doing the 
right thing at the right time such as for the children, doing the chores. 


getting lessons, etc; for the mother, washing and ironing days, prepara- 
tion of meals, etc., the mid-day meal, who prepares it, etc., and then ask 
what would happen if mother thought it would be all right to have the 
meal after the school bell had rung; how would the children feel, etc. 
Suppose a case that the father be careless and indifferent. These with 
other illustrations of the teacher's own may be used to impress the chil- 
dren with the value of jjood rulers, the point to be kept in view being the 
thought of kingdoms with their rulers. The children being the rulers over 
their thoughts and parents rulers over the home and that the best way is 
to rule with love as well as order. 

Memory Gem: 

"There is beauty all around when there's love at home." 

Singing, rest exercises or games. 

Story. "The Homesick Girl." 

Where is your home? (Some of the children will answer with street 
and number.) Yes, but who lives there? If you lived in another house 
with other people, many days, would that be your home? Where would 
your home be? Should you want to go back? Whom should you want to 
see? Yes, Tm sure you would rather go back to stay with your father 
and mother than to be anywhere else in the world, for home is the very 
nicest place, and home is where mother is, where father is. 

Villa was quite a big girl, almost seven years old. When her mother 
kissed her good-bye and left her to go to school in the city all winter, she 
meant to be very brave. So she tried and tried; but when she saw any- 
thing she liked, she wanted to run and show it to mamma; and when her 
finger was hurt in her desk, and she felt the pain all the morning, I think 
some of the tears came because the little girl longed so for her mother's 
arms about her; and the kiss and the comfort no one could srive like mamma. 
How she wished for the day when she could go home. Sometimes it 
seemed as if she could not wait. The tears would come when her little 
head was laid on the pillow without mamma's goodnight kiss; yet it was 
a comfort when Villa thought: "Mother is at home waiting for me. She is 
thinking about me, now, and my little room is all waiting and ready. Soon 
I can go home, and then I shall see mother aiid father again. Oh ! how glad 
I shall be!" Villa found her little friend Annie was homesick, too, some- 
times, and then she would say: "Never mind, Annie; we're going home 
in a few days, and then everything will be nice, and we will be happy." 
So she helped and comforted her little friend. — Selected. 

For supplementary story, "How the Home was Built," in Mother 
Stories by Maud Lindsay, is recommended. 


Kingdom of Heaven. 

Aim — Heaven is happiness. 

Result Desired — That the desire be increased to try to be worthy of 
hl'^ssings asked for. 


Review the main points in the last two lessons to make clear in the 
minds of the children the thought of a Kingdom. Ask many questions 
about articles, such as toys or gifts, which may be considered as the child's 
personal property over which it may have complete control. How such 
property should be used, whether it is better to use it selfishly or sharing- 
ly. Other property such as clothing, books, etc., which may be partly 


owned by children and parents, discuss the best way in which to use them. 
Follow with thought of child's body and mind, (which belongs to the 
child, parents and God), whose property they are and how we should treat 
them. May we use them for our own selves entirely or should they too be 
shared, and how? Make clear the thought that if we are the rulers in a 
way of ourselves it is only by being very wise and careful that we can be 
good rulers. Continue your thought by a brief review of a home, showing 
that love, kindness and good rulers must be in it if it be a good home. 

The next step is to help the children to a knowledge of the Kingdom of 

Begin by asking the children if they say their prayers and if so, what 
they say when they pray. Many of the little children use as a part oi their 
daily prayer the following: 

"Now, I Jay me down to sleep, 
I pray the Lord my soul to keep. 
If I should die before I wake, 
I pray the Lord my soul to take." 

Say this over with the children and help them to see that when we 
say this prayer we are asking God to take a part of us. What is the soul. 
Explain as carefully as you can the fact that all die and how the body 
stays on the earth, but the spirit, the best part of us, the part that thinks 
and makes the body move goes to our Father in Heaven. Then have a 
talk about Heaven impressing the thought that it is God's Kingdom — the 
home where we all hope to go to some day. God is the ruler in His King- 
dom; to make this clear compare the Kingdom of Heaven with the King- 
dom of home. 

Memory Gem: 

Singing, rest exercises or games. 

It is suggested that the song *T think when I read that sweet story 
of old" be used in this lesson. 

"O dear and holy place 

Where God, the Lord, is found; 

His words are kind and full of grace. 
Bright glory shines around." 

Story, "The Beautiful Home." 

Jesus' friends were often in trouble. Sometimes they were sick, but 
sometimes they felt troubled in their hearts. They were tired and dis- 
couraged. They did not know how to be good, nor what do, and one 
evening Jesus called them together and talked with them and comforted 
them. He told them about his beautiful home, where he had lived before 
with His Father, and where he would soon go again. Jesus thought about 
that home at all times. He told them about His dear Father, and that he 
loved them, as well as Himself. Who was dear Jesus* Father? Yes, but 
they always lived together in their beautiful home till Jesus came to live 
here among men for a few years. Did He forget His Heavenly Father? 
Could He see His Father? What could He do? How do you know Jesus 
did not forget? When Jesus was tired and sorrowful. He used to talk to 
His Father in heaven, and He could think of the heavenly home, and He 
knew it would comfort His friends to know about home, too. 

Would you like to hear about the heavenly home? I will tell you some 
of the things Jesus said to His friends about it that evening, and some of 


and things He told them afterward, for His words about it are in the Bible, 
and I have often read them. 

It is such a beautiful home that all the lovely things we have ever 
seen will be there, and a great many more that we cannot even imagine. 
The people who are in that home never have any pain, or sorrow, and no 
one is ever afraid; no crying ever is heard, for all who are there love each 
other and never do unkind or wrong things. Nothing can come into that 
home that is not all clean. Jesus and His Father and the angels are there, 
and all the men, women, and children who loved Jesus when they were on 
the earth, and now are so happy because they see His face and know that 
they will be with Him always in His home in heaven. Every one is so 
happy that all wish to sing songs of praise to Grod and to Jesus, so that 
heaven is filled with music and joy. 

Jesus told His friends that when He went back to His heavenly home 
He would prepare a place there for them. So that when they were sad 
because Jesus was not with them here, or in trouble of anv kind, they 
could think of the home in heaven that Jesus was making ready for them, 
and they knew that before very long He would let them come and be with 
Him always. Jesus has asked us to come to; He wants us there, by and 
by, every one, and has a place made ready for each. But because nothing 
that is wrong can enter that beautiful place, we will ask Jesus to help us 
to do right things, and to take away the wrong things that we have done, 
so that we may be ready when He asks us to come. — Selected. 



Aim — "Know whereof you speak." 

Result Desired — ^The development in the minds of the children of un- 
derstanding and appreciation of the wonders of God's love. 


The Latter-day Saints believe that the Savior will come again nad reign 
as King over this earth. That then the earth will be even more beautiful 
than it is now; that all wickedness and cruelty will be at an end, the 
thistles and weeds will no longer flourish; the lamb and lion lie down to- 
gether and all will dwell in neace and love. This beautiful belief shoud be 
taught to the children with the thought that every good deed done by us 
will help to bring about this wonderful happiness. This is what we mean 
when we say "Thy Kingdom come." We are asking our Savior to come 
here to our home arid make it His home. He promised He would come 
some day and told us to get ready for the time. Now, how has he told 
us to get ready? •Review carefully such parts of the life of the Savior 
as are necessary to make your point clear. He says we must learn to take 
care of our own Kingdom. What is our own Kingdom? (See Lesson Sev- 
enteen). How did Jesus take care of His Kingdom when He was a little 
boy? Refer briefly to incident of Jesus in the Temple with the wise men. 
(Obedience is the point in this incident.) Where is the Kingdom where 
our fathers and mothers are the rulers? How must we help there? Refer 
briefly to the childhood of Jesus — how He was subject to Joseph and His 
mother (Luke 2: 51-52). How He probably helped Joseph in his car- 
penter's shop, and would carry water and do other things to help His 
mother so the Kingdom of their home would be a happy one. Some day 
we shall want to go to the Kingdom of Heaven where God and His Son 
live now. How may we be ready if we are called? We must love God and 
keep His commandments and that means to take good care of our bodies, 
to keep as well and as strong as we can and then see how much we can 
help others. (Time may be taken here if necessary for a talk on the many 


ways in which children may help.) Some day this world that we live in 
will be very much like the Kingdom in Heaven. If we go to Heaven be- 
fore this happens we shall come back, we shall only stay there until every- 
thing is ready for the Lord to come and make His Kingdom here. The 
beautiful prayer we say so often will help us very much if when we use it 
we will think about it and say to ourselves, we are going to try to be 
ready when the Lord answers our prayer. Repeat the Lord's prayer, say 
it slowly when you reach the words "Thy Kingdom come." 

How many kingdoms do we know about? Our own little kingdom; the 
kingdom we call home; the kingdom of heaven where God and His Son 
are living now, and the kingdom that we ask for in our prayers that will 
be here some day and where we shall all be so happy. 

How shall we tell the Lord when He comes that we are very happy 
to see Him? After we have sung a song (or had a rest exercise) I will tell 
you how some people tried to make the Lord happy when He was on the 
earth a long, long time ago. 

Memory Gem: 

"We will sing the praises of our King." 

Singing, rest exercises or games. 

Story, "The Lord of All." 

In the country where Jesus lived they had a celebration every year, 
at just about this time in the spring. A great many people went to that 
one city, from all the towns and cities in the land, and there they held a 
great feast. There were people who came from the town where Mary and 
Martha and Lazarus lived, from the city where blind Bartimeus lived, from 
that one where Jarius and his little daughter lived, and Lazarus and Barti- 
meus and Jairus were there themselves, I suppose, and people from all the 
cities and villages in the land, and people from the shores of that beautiful 
lake where Jesus loved so much to be. How many friends there were who 
saw each other at that feast! How many things they had to talk over! 

At this feast there were a great many people talking about some one 
we know. Who? Yes, they were talking of Jesus. What were they say- 
ing? "What do you think," they were saying: "Vvill Jesus be coming to 
this feast?" Let me tell you how He came. 

After Jesus and his friends started to go to the city, Jesus said to two 
of them: "Go over there (telling them a place nearby) and you will find 
a colt and its mother tied there. Bring them to me. If the owner asks 
you what you are going to do with them, tell him that the Master wants 
them and he will let you have them.' Those two friends went very quick- 
ly and gladly, we may be sure, to do what Jesus asked; but they soon came 
back, bringing the colt. There was no saddle, but the fri%nds took off their 
coats and put on the back of the colt, and then Jesus sat upon it and so 
rode into the city. His friends were very glad to see Him ride that way, 
like a king; and crowds of other people who were going to the city were 
looking for Jesus, and when they saw Him riding they began to shout and 
sing praises to Him, waving palm branches in the air, putting branches 
and even their coats in the road for H,im to ride over, and showing Him 
honor in every way that they couJd. But there were people in the city, 
too, who had seen Jesus and knew about the wonderful things He had done; 
and they were wishing He would come, looking for Him. When they 
heard the shouts of the procession as it came toward the city, they went 
out to meet it, and they sang praises too. There were children in that glad 
company, and Jesus was glad to hear their voices praising Him. The words 
that they sang as they praised Jesus meant that they knew He was their 
Savior and King. They all wanted to say of Jesus, "He is Lord of all."— 



Third GtRaide. 

(Children eight and nine years of age.) 

Subject for the Year — The Ten Commandments. 
Topic for the Month of May — Reverence for the Sabbath Day. 


1. A Day of Rest. 

2. The Resurrection of Jesus. 

3. The Sacrament. 

4. Fast Day. 

Note to Teachers: A number of lessons on reverence have been given 
in The Children's Friend and it is suggested that they be looked over and 
such material used from them as will add to the interest and benefit of the 
lessons this month. 

Volume 1, page 162. 

Volume 2, page 93. 

Volume 5. page 346. 

Volume 6, page 243. 

Volume 8, pages 115 and 338, and the March number for 1910, page 153. 


A Day of Rest. 

Aim — Give me understanding, and I shall keep thy law; yea, I shall 
observe it with my whole heart. — JPsalms 119: 34. 

Result Desired — ^As a result of understanding the necessity for the Sab- 
bath it is hoped that the children will see the wisdom and kindness of the 
Heavenly Father in establishing a day of rest, and feel a desire to obey the 
commandment which states so plainly how the day should be observed. 

Develoinnent of Lesson Seventeen: 

Recite the fourth commandment. Relate briefly, or let the children tell 
you, the story of the creation, as related in the first chapter of Genesis, 
making the point clear that the Lord always shows us how to obey com- 
mandments by doing Himself that which He wishes His children to do. So 
the Lord worked hard for a period (and to make that period easy for us to 
understand, equals it to six of our days.) And on the seventh day He rested 
and hallowed it, meaning that it was a day for a special use. Let the chil- 
dren tell you what they think is the best way to spend the Sabbath day. 
The wisdom of our Father is very clear in this commandment, and every 
person needs to observe its rules if they would keep well in body and mind. 
Rest means more than keeping still. A change from one kind of work to 
another is often the best kind of rest. Ask the children many questions on 
the value of rest as found in change; for instance, the activities in school, 
play, work, etc., standing, sitting, lying down, etc. 

To illustrate the thought of change as rest for the mind talk about the 
way in which the lessons are given in school. The different studies which 
are taken up each day, the divisions into periods with recess and exercises 
which give variety and change so that no one gets too tired. Note, too, the 
periods of rest which the earth passes through during a year. 

To illustrate further the thought that the Lord shows His wisdom to 
His children as plainly as possible in deeds as well as words relate the story 
of the manna which was furnished the children of Israel during their jour- 
ney. (Exodus, chapter 16.) 


Memory Gem: 

"Every good gift comes from God." 

Story, "Joshua:" 

In the Bible we read these words: "Now it came to pass after the death 
of Moses the servant of Jehovah, that Jehovah spake unto Joshua." Joshua 
was the man who had been Moses' helper. Joshua heard God say: 

"Moses, my servant, is dead; now, therefore, arise, go over this Jordan- 
Lead all this people unto the land which I do give unto them. 

"Every place that the sole of your foot shall tread upon, to you have I 
given it, as I spake unto Moses. The land from the wilderness in the south 
to the snow-covered mountains in the north shall be yours. The land from 
the great river in the east to the great sea in the west will I give you. 

"There shall not any man be stronger than thou art all the days of thy 
life; as I was with Moses, so I will be with thee; I will not fail thee, nor 
forsake thee. 

"Be strong and of good courage; for thou shalt cause this people to 
have the land which I promised their fathers to give them. Be strong and 
of good courage; for Jehovah thy God is with thee whithersoever thou 

In front of Joshua the waters of a river rushed along. The river was the 
Jordan. The name "Jordan" means "the down-comer." The river was 
called by this name because its waters rushed as swiftly as waters that rush 
down a hill. 

Beyond the river lowlands stretched away toward the hills. Upon 
these lowlands flowers, tall grasses, and tall bushes grew. Among the grass 
and bushes lions and other wild animals made their homes. Under the stones 
beside the bushes serpents lived in holes. 

Beyond the river and the lowest lowlands there was a city. Its name 
was Jericho. Within this city, behind its walls, lived men who hated the 
Israelites, as Joshua knew. 

Behind Jericho hills and mountains climbed higher and higher toward 
the west. These hills and mountains with their valleys were a part of the 
Promised Land. 

The hills and mountains with their valleys were the places to which 
Joshua had been told to lead the Israelites. They were the places about 
which Joshua had heard God say :"Every place that the sole of your foot 
shall rest upon, to you have I given it, as I spake unto Moses." 

In back of Joshua were the Israelites and their tents. As he thought 
about the Israelites whom God had chosen him to lead he said to himself: 
"To reach the Promised Land I must lead the Israelites over the lowlands 
where the lions live. I must lead them past Jericho, whose people hate us 
and may seek to do us harm. To reach the lowlands I must lead the Israel- 
ites across the River Jordan. How I am to do it I do not know. There 
is no bridge across the river and the waters are running high. To lead the 
Israelites to the Promised Land is a hard, hard thing to do. It is hard, but 
I shall try to do it. I shall try, because that is what God would have me do." 

Joshua not only chose to obey God, but he also chose to obey Him 
quickly. He called his helpers and to them said: "Pass through the midst 
of the camp. Say to the people: Prepare ye food; for within three days 
ye are to pass over this Jordan. Ye are to go in and take the land, which 
Jehovah your God will give you for your own." 

Would you hear why it was that Joshua chose to lead the Israelites 
across the river, over the lowlands, and up to the hills to the Promised 
Land? It was because he had heard God say to go unto the Promised Land 
and was ready to obey God's voice. 

Learn the words of the promise that God made to Joshua. The words 
are: "I will not fail thee nor forsake thee." (Josh. 1: 5.) 


The words are also a promise for us. God will never fail to help us if 
we listen to His voice, think what He would have us do, and try to obey 

Learn what other right thing God asked Joshua to do for Him. 

God asked Joshua to remember His laws, to think about them every day 
and every night, and to try to do as God's laws said. — Selected. 


The Resurrection of Jesus. 

Aim — "Wisdom is the principal thing; therefore get wisdom; she shall 
bring thee to honor." (Proverbs 4: 7-8.) 

Result Desired — Knowledge developed in the minds of the children that 
the proper observance of the Sabbath is a wise law and will bring blessings 
to all who will obey the commandment. 

Development of Lesson Eighteen. 

As the lessons for this month are so closely related it will be well to re- 
view the lessons each week. The special point in these lessons being to 
establish in the minds of the children a reverence for the commandments 
of the Lord, based on a knowledge of the wisdom and love which the laws of 
God express. Therefore, review the creation to illustrate the example given 
by the Lord in working and resting; the gift of manna with its use on week 
days and on the Sabbath. Continue the thought with a brief review of the 
life of the Savior, how He came to show us just what to do to be obedient, 
good and kind. Relate the instances of being blessed in the temple (Luke 
2: 21-38), just like our babies are blessed in the meeting houses;' the bap- 
tism and gift of the Holy Ghost (Matthew 3: 13-17), just like we are bap- 
tized and ordained when eight years old. After the baptism Jesus went 
about "doing good" and the things He did are the things He wishes us to 
do. He went to meeting; He learned the lessons that were necessary. Al- 
though our Savior was the kindest and best man that ever lived there were 
people who did not understand Him and so did not love Him. They were 
very cruel and unkind and finally they caused His death. After the death 
of Jesus the most wonderful thing that ever happened came to pass. After 
He had been buried for three days in the grave, He came to life, got up out 
of the grave and walked, visited and talked with His dear disciples and 
friends! Now, which day do you think the Lord arose from the grave? This 
makes the Sabbath a more wonderful day because we know that the Lord 
not only asks us to remember to keep it holy, but it is the same day of the 
week upon which He arose from the grave. We call this wonderful thing 
which happened the "Resurrection of Jesus," and it teaches us that Jesus 
was the Son of God and that He was willing to honor the Sabbath Day. 

Memory Gem: 

"For the Son of Man is Lord even of the Sabbath Day." (Matthew 12:8.) 


Story, "The Resurrection of Jesus.' 

It was Friday afternoon. It had been the saddest day that ever had 
come to the people of the world. Jesus, God's Son, who had come from the 
heavenly home to teach, to help and to save the people from sin, had been 
put to death by those who would not believe His message and hated Him. 
Jesus was dead. His mother and His disciples and Mary Magdalene and 
His friends knew it. The Roman soldiers knew it. The wicked scribes and 
Pharisees knew it. The governors and the rulers of the land knew it. 

Now, there was a certain rich man named Joseph of Arimathaea, who 
had loved Jesus. But Joseph was a man who had been well thought of by 


the Jews. He had once been a friend of the scribes and Pharisees. He had 
learned to love Jesus but he had been afraid to say that he loved Him. He 
had been afraid to say, "I am a follower of Jesus." Now that Jesus was 
dead, he was, oh, so sorry he had not been brave enough to tell of his love. 
He thought to himself, "I will be afraid to do for JesUs no longer." He 
went to Pilate, the ruler, and asked boldly that Jesus' body be given him. 

Near Jerusalem was a beautiful garden in which Joseph of Arimathaea 
owned a tomb which had been cut out of the rock. It was a new tomb; no 
man had ever been laid in it. Joseph asked Pilate for Jesus' body and Pilate 
gave it to him. After Jesus' friends had lovingly made him ready for the 
grave, His body was placed in the tomb and a great stone was rolled against 
the door. 

The wicked chief priests and the scribes and the Pharisees had already 
begun to be frightened at the thing they had caused to be done. They went 
together to Pilate, the ruler, and said to him: "Sir, we remember that that 
deceiver said, while He was yet alive, 'After three days I will rise again/ We 
have come to ask to seal the tomb until the third day, lest His disciples 
come by night, and steal Him away." 

Pilate said to them: "You shall have a guard. Go your way, make it as 
sure as you can." They did go. They sealed the heavy door and made it 
still surer. They left a guard of strong Roman soldiers to watch. And so 
that Friday night and the next day and the next night Jesus was buried 
within Joseph's tomb. The wicked chief priests and the scribes and the 
Pharisees had not yet learned that Jesus was stronger than the heavy stone, 
and the seal, and the Roman soldiers, — stronger than even death itself. God's 
angels who had told of His birth to the shepherds, and who had cared for 
Him in the lonely desert were watching over His tomb. They were a 
stronger guard than the Roman soldiers. 

The first Resurrection Sunday was at hand. It seemed as though the 
flowers were in the happy secret that the world was soon to know. The 
morning sun sent its first dim rays over the garden. It was springtime and 
the lilies and the flowers lifted up their heads to help make that day more 
joyful. (Tell the story of the coming of Mary and the other women to the 

When Mary Magdalene and the other Mary hastened out of the tomb 
they trembled and were amazed at the wonderful sight that they had seen 
and the wonderful news that they had heard. They were afraid and yet they 
were happy. Mary Magdalene ran and told the news to Peter and to John. 
I think that she must have been almost breathless as she panted the words, 
"They have taken away the Lord out of the sepulchre, and we know not 
where they have laid Him." 

Peter and John ran together to the garden, but John outran Peter and 
reached the tomb first. When John stooped down and looked into the tomb, 
he saw the linen clothes lying by themselves. Peter quickly reached the 
place and went in. He, too, saw that Jesus was not there. Then the dis- 
ciples went away again. (Continue the story as told in Matthew 28: 2-15.) 

Some of the women ran to tell the glad news to Jesus' disciples and His 
other friends. On the way Jesus met these women and said to them, "All 
hail." They came and worshiped Him. Jesus said to them as the angels had 
said, "Go tell my brethren to go into Galilee, and there shall they sec Me." 

When the disciples heard the joyful news they could not at first believe. 
The words seemed to them as idle tales. But that same day, at evening, 
Jesus himself came and said to them, "Peace be unto you." Then He 
showed them His hands and His side which had been pierced. Again He 
said unto them, "Peace be unto you," and the peace that Jesus gave upon 
that first Resurrection Day was given freely to everybody in all the world. 

(Recite memory gem.) 


The Sacrament. 

Aim — "This is my commandment, that ye love one another, even as I 
have loved you." (John 13: 34.) 

Result Desired — A deepened impression of the value of the Sabbath 

Development of Lesson Nineteen. 

Review carefully the two previous lessons, keeping carefully in view the 
point that the Lord always desires to make us better children, that His com- 
mandments are always for our good. Recite the fourth commandment with 
the class. Let the children tell you how the individuals mentioned in the 
commandment may arrange daily work so that Sunday may be left as a day of 
worship and rest. How may children prepare for Sunday? 

"When is the best time to study the lessons for Monday? One thing is 
sure, and that is that Monday's lessons should not be studied on Sunday. 
Yet there are many boys and girls who seem to study their Monday lessons 
on Sunday just as a matter of course. 

Let us think about it a minute, boys and girls. God bids us keep the 
Sabbath day holy, and says unto us, "in it thou shalt not do any work." 

Now studying our lessons for Monday is surely work, and work, too, 
that is not necessary, for there is plenty of time when we can study these 
lessons without waiting until Sunday. We have Friday afternoon and eve- 
ning, and all day Saturday, and perhaps, if we tried, we might get up a little 
earlier on Monday morning, and find some time then to learn our lessons 
before going to school. 

Even children. may help to preserve the Sabbath day, which is one of 
the choicest blessings which God has given us. 

Let us all resolve that we will not leave our lessons to be learned on 
Sunday, but let us honor God's holy day by finding some other time to do 
our school work." 

Discuss the best way in which to observe the Sabbath Day, what to do 
with this precious time of rest. (It is recommended that each teacher read 
chapter 19 of "Parent and Child" on the Sabbath Day.) 

Memory Gem: 

"Just to believe that God knows best; 
Just in His promise ever to rest; 
Just to let love be our daily key — 
This is God's will for you and me." 

Story, 'The Lord's Supper." 

Twelve men with dusty feet looked at each other. The men were Jesus 
disciples. They had been walking with Jesus along dusty roads, and their 
jfeet showed that they had been doing so. 

Beside the door through which the disciples had come, stood a basin 
and a pitcher. The pitcher held clean, cool water. The water had been left 
in the pitcher, and the pitcher and basin had been left in the room, that the 
men with dusty feet might make them clean. 

As the twelve disciples looked at each other, Jesus watched them. He 
watched and waited for one to offer to bathe the others' feet, but no one did. 
Each turned to the supper table where Jesus waited and watched. 

Jesus had asked the disciples to eat supper with Him. It was His last 
supper with them. Before another night had passed He gave His life to 
show all people how much He loved them. 

After the disciples had gathered about the table, Jesus arose. He laid 
aside his out-side cloak and fastened a towel about Him. Then He took the 


basin and the pitcher with the water. To each disciple He went in turn 
until He had bathed the feet of all. When He had done this, He put on his 
cloak and took his place at table. 

After Jesus had taken His place at table, he asked: "Know ye what I 
have done? I have given you an example, that ye also should do as I have 
done to you." What Jesus meant to teach was that love should make us 
glad and ready to help others. We know, for He afterwards said to His 
disciples, "This is My commandment, that ye love one another even as I 
have loved you." 

As Jesus sat at table with His disciples. He took bread. As He held it, 
He prayed, and thanked God for it. Then He broke it, and gave the pieces 
to His disciples, saying, "Take, eat." 

After Jesus had given the bread to His disciples. He took a cup. Into 
this cup juices from g^rapes had been poured. As he held the cup in his hand, 
He thanked God for the fruit of the vine. Then he passed the cup to His 
disciples and told them to drink of it. Wonderingly, the disciples did as 
Jesus said. 

As the disciples ate, Jesus told them He was going away. He asked 
them to meet together after he was gone, and to eat the same land of supper 
they had eaten that night. He said, "This do in remembrance of me." 

Jesus knew, I think, that eating the supper would help the disciples 
remember Him, remember how He loved them, remember that He had said, 
"Love one another, even as I have loved you." 

When the supper was ended, Jesus and His disciples sang a hymn. Then 
they went again into the dusty streets of the city. They passed through 
the city to a garden on the Mount of Olives. In this garden they passed 
the night. The disciples slept, but Jesus talked in prayer with God His 

Tell the answers to these questions: 

Why, do you think, did Jesus wish the disciples to meet after He was 
gone, and eat a certain kind of supper together? 

Learn the words in which He told His disciples to do it: "This do in 
remembrance of me." (I Corinthians 11: 24.) 

What, besides eating supper, did Jesus wish His disciples to do for Him? 

Learn the commandment Jesus gave His disciples the night they ate 
supper together: "This is my commandment, that ye love one another, even 
as I hav9 loved you." 

If we love others, and show our love, whom are we keeping in re- 
membrance? — Selected. 

Fast Day. 

Aim — The Golden Rule. 

Result Desired — A desire aroused to be more obedient to God's com- 
mandments and the feelings of gratitude and reverence for Divine wisdom 

Development of Lesson Twenty. 

Review particularly the service of the Sacrament and its purpose. Read 
the Sacrament prayers and talk with the children about the way we must 
live every day if we really desire to have the Spirit of God to be with us. 
Review briefly the ceremonies of baptism and the laying on of hands for 
the gift of the Holy Ghost. When we are old enough to be baptized we arc 
old enough to think about what we do and we have the g^ift of the Spirit 
of God to help us to choose to do right. This Spirit will not stay with us if 
we choose to do wrong and that is one of the reasons that we have a Sab- 
bath Day and go to meeting and partake of the Sacrament. It is to remind us 


to be careful every day to. try to do as Jesus did, to love Him and be kind 
to everybody as He was kind. What did Jesus do for His disciples just be- 
fore they ate the "Last Supper?" Can you think why He washed their feet? 
What did He wish everybody to do when He said at the "Last Supper," 
"This do in remembrance of Me." Once a month, the first Sunday in every 
month, we have something special. Can you tell me what happens on that 
day? (The teacher should read the revelation given to the Prophet Joseph 
in Section 59 of the Doctrine and Covenants, also paragraphs 5, 6 and 7 of 
Lecture 24, Talmage's "Articles of Faith.") Impress the children with the 
thought that the great blessings of the Sabbath Day are the opportunities it 
^ives us to remember about Jesus and the things He did and that we must 
follow Him. Children like to play "Follow the Leader." Jesus is our 
great Leader and we choose to follow because He loves us and will lead us 
where we ought to go. 

Iftcmory Gem: 

"Thank Him for the Sabbath, 
Holy day — and blessed. 
Best of all the seven. 
Hallowed day of rest." 

Story, "Mary and Martha." 

A little boy, cousin of Martha, Mary, and Lazarus, came running into 
their house very much excited. "O Cousin Martha," he cried, "the prophet 
from Nazareth is coming to Bethany again. Hassan, the messenger, says 
he passed Him on the way. Will you have Him at your house?" 

"Of course, He will come to my house," said Martha, rising up on the 
instant. "And I must do a hundred things to get ready for Him before He 
comes. The house must be swept from top to bottom. The copper and 
brazen vessels must be brightened. I must make cakes and sweetmeats, and 
kill the fatted fowls and get them ready to cook. Oh, there are so many 
things to do I do not know what to turn to first." 

Long before she had them done, Jesus came. His weary face bright- 
ened when He saw the smile of welcome that awaited Him, and He was led 
into the cool guest-chamber that Martha had made so sweet and fresh for 
Him. But He could not help seeing that she was troubled. She did not 
have half the things done that she had planned to do. She really wished 
He had stayed away a little longer till more was done. 

When Jesus had rested a while. He came and sat down in the living 
room, and Mary dropped her work and sat at His feet and talked to Him. 
Jesus looked toward Martha. He would have liked to have had her come 
and talk to Him, too, but she was too busy. She went bustling round, now 
here, and now there, knocking against things in the haste, so hurriedly that 
she was cross and fretful. At last, she came to the corner where Jesus and 
Mary were sitting. 

Then Martha said, "Lord, dost thou not care that my sister hath left me 
to serve alone? Bid her therefore that she help me. There are the vege- 
tables to prepare, and the table to set, and the sweetmeats to make, and the 
cakes to tend, and the meat to look after, and a dozen things to be done 
for your dinner." 

Jesus raised His calm eyes and looked at her very gently and lovingly. 
He knew that she was doing all these things for Him. But He knew, too, 
that she was getting more things than were necessary, and spending all her 
time and strength upon things that would pass away instead of things that 
would endure. 

Jesus said, "Martha, Martha, thou are careful and troubled about many 
things. You do not need to do so much. Mary is talking about heavenly 
things, and how to help others to be good and happy. It does not make us 


any happier or better to eat so many different things. Let this trouble go 
and prepare a simple dinner and let us talk together of better things than 

Talk about why Jesus loved to go to the home of Martha and Mary and 
Lazarus. Ask the children if they would not like to have Jesus for a guest 
in their houses. Tell the story of the boy who put an extra plate on the 
table "for Jesus," every day, and how some poor person always happened to 
come to use it. "Jesus cannot come," said the little boy, and so He sends 
somebody in His stead." Then talk together about how you can regard 
your guests as sent to you by Jesus in His stead. — Selected. 

Fourth Grade. 

(Children ten and eleven years of age.) 

Subject for the Year— The Word of Wisdom. 
Topic for the Month of May — ^Exercise. 


1. Games. 

• 2. Exercises. 

3. Rest. 

4. Wisdom. 


Aim — "In childish play deep meaning lies." 

Result Desired — A feeling of gratitude established in the minds of the 
children for all of the blessings of the Lord. 

Memory Gem — "O give thanks unto the Lord; for He is good; for His 
mercy endureth forever. (Psalms 106: L) 

Suggestive Talk: 

The weakest person can do something to make himself stronger. Some 
very strong men were feeble when they were boys. 

By using a muscle you can make it grow stronger. The arm we use 
the more is stronger than the other arm. The arms of a blacksmith or of a 
carpenter are much stronger than the arms of persons who do not exercise. 

Boys and girls who live where they can play and work out of doors in 
gardens and fields are very fortunate. But even in the city there are many 
kinds of exercise that one can take; and city boys and girls should walk a 
great deal and play in the parks and other outdoor playgrounds when they 

The muscles get their food from the blood. Exercise causes fresh blood 
to flow more quickly to the muscles; and in this way it brings them more 
food, so that they grow larger and stronger. 

Exercising while you are young does much more good than it will when 
you are older. But you should not exercise so that you overtax your 
strength. A little five-year-old child should not try to take the same kinds 
of exercise that a boy or girl of fifteen would take. Such kinds of exercise, 
are not suited to his size and strength. Too hard exercise will keep him 
from growing, instead of helping him to grow. 

A little regular work about the house and garden is the best kind of ex- 
ercise for the muscles. There is satisfaction in doing well and finishing 
a piece of work, and we exercise all the more heartily if we' have a purpose 
in moving about. 


The exercise that you most enjoy will, as a rule, do you most good. 
Happiness leads to health, just as health causes happiness. 

Girls Should play and romp with the same freedom that boys do. Health 
is as necessary to a girl as it is to a boy, and perfect health is impossible 
without good exercise. 

It is a good thing to exercise for a few minutes every day in your own 
room, with the windows open so that you can breathe deep breaths of 
fresh air. Go through the breathing exercises and other exercises for your 
body that you have learned at school. 

The best exercises for children between six and nine years are easy 
frames in which they move about a great deal, such as "Ring-a-Round-a- 
Rosy," "London Bridge is Falling Down," "Klondike," "Blackman," "Blind- 
man's BuflF," and some of the simpler games of tag. 

Such games as "Race-Tag," and "Prisoner's Base" are good for children 
between nine and fourteen years of age. Simple ball games, such as "One 
Old Cat," should be played when a boy is from nine to eleven years old. 
When he reaches twelve he should begin to play such games as shinny, polo, 
hockey, and baseball. 

The boy on a farm takes plenty of exercise out of doors. He is laying 
the foundation of a healthy body for his manhood. But his exercise comes 
in rtie form of work, and "All work and no play makes Jack a dull boy." 
GanM» do something for the growing boy and girl that work alone can- 
not do. 

Games train the mind as well as the body. Games and plays help you 
to learn your lessons, for they teach you to think quickly, and to decide 
quickly, as well as to act quickly. In baseball a boy develops judgment, 
skilU daring, and courage. One cannot learn to tell balls and strikes with- 
out judgment. He must use skill in batting. It takes daring to try to steal 
a base, when pitcher and catcher are wide awake; the courage is certainly 
needed when one is called upon to "slide to the home plate." Learning to 
swim or skate takes grit. 

Bicycling is good exercise, chiefly because it has to be taken out of 
doors. There is danger of over-taxing the heart if one rides too far or too 
fast. Tennis is a fine game, suitable for girls as well as boys. It develops 
every muscle of the body. Football is a game of brains as well as muscle. 
But football should not be played by young, undeveloped, untrained boys, 
for the same reason that very little children should not climb trees. There 
is great risk of being crippled for life in either case. 

Walking is one of the best and most natural forms of exercise. Walk 
erect, knees straight, head well up, chin in, eyes to the front, looking the 
world in the face. Running and jumping also are healthful to those for 
whom they are not too violent. 

By all means learn to use tools. You will be getting exercise and 
knowledge at the same time. — Selected. 

Note. — Each teacher should make out lists of questions on these lessons 
that will develop the aim from her own point of view. 

Questions on the Lesson: 

Recite the memory gem. 

Why should we give thanks unto the Lord? 

What was the order of the creation? 

Why did Grod make man last? 

Why did the Lord say that man should have charge over all the earth? 

In the Bible we are told that "he that controlleth himself is greater than 
he that taketh a city." What does this mean? 

What are some of the things which we must control if we would be well 
and happy? (Appetites, emotions, etc.) 

How does the Word of Wisdom help us in the control of our appetites? 

What is the value of food for the body? 


What is the result on the mind of the use of unhealthy food? 

What is the value of pure air for the body? What effect dqes impure 
air have upon the mind? 

What is the value of proper exercise for the body? 

What will be the result of too much physical exercise? 

Have you ever noticed how young animals play? (Puppies, kittens, etc.» 

What does this play do for the animals? 

There is a great desire on the part of children for play. What is it^ 
value ? 

What kind of play or games do you like best? 

What part of you is developed through these games? 

As we grow older our plays and games change. What is the name we 
give our games when we are men and women? (Work.) 

As children we play to be happy and to grow strong, as men and women 
we work, so that we may be happy and strong. There ought not to be much 
diflference between work and play. A healthy, happy person enjoys both. 

Have a member of the class read "The Busy Bee," No. 67, Primary Song 

Discuss the song with the class to develop the thought that all activity 
that is wise and skilful is productive of good. 



Aim — The most we can get out of life is its discipline for ourselves, and 
its usefulness for others. — Tryon Edwards. 

Result Desired — A deepened impression of the thought that our bodies 
are given to us by our Heavenly Father and that it is our duty to take care 
of them. 

Memory Gem: 

Whatsoever ye do in word or deed, do all in the name of the Lord Jcsu^. 
giving thanks to God. (CoUossians 3: 17.) 

Suggestive Talk: 

Most of us are trying to be well. We wish also to grow straight and 
tall. The next time that you see a soldier, just notice how well he carrier 
himself. We always expect to find soldiers with good straight figures and 
without round shoulders or crooked backs. The soldiers obtain their fine 
figures by careful training. They have drills and physical exercises every 
day for many years. We. too, may have good figures, if we will take the 
trouble to keep ourselves in good positions. 

We know that a person who is straight looks very much better than he 
would if he had round shoulders or a crooked back. Tf we carry ourselves 
well, we are more likely to be well. H the shoulders are only slightly 
rounded or one shoulder is only a little higher than the other, the rest of the 
body will not be injured very much. But these slight troubles or deform- 
ities are very likely to grow worse. They may also interfere with brcathin? 
or tnkincr nood exercise. So it is best to keep straight. 

There are two things to remember about growing straight. First, we 
need nlways to be in good positions. We do not always need to sit. stand, 
or lie in exactly the same position. Wlicn we are tired of sitting in one way. 
wc mav turn and chancre to another. But we still need to be in a good posi 
tion. Tn the second place, if we forget how we are sitting or standing and 
find ourselves in some cramped or crooked position, we need to take a good 
position as soon as we think of it. We should form the habit of holding our 
b<)di<*« always in good positions. Let us all begin now by sitting upright. 

When we stand, there are many things to think about until we have 


learned the proper way. If we always stand well, it will become natural to 
us. and then we shall not need to think about it. First, we need a good firm 
foundation. The heels should be together and the feet turned outward, 
forming nearly a right angle with each other. The knees should be straight, 
the hips on the same level, and the abdomen flat or '*in." If the chest is 
well forward and the shoulders back, we can breathe better. The arms 
•should extend down at the sides. The head should be erect, with the chin 
pushed neither out nor in. This is the position that we take in gymnastics 
and that we should learn to take at other times whenever we stand. 

If we are not on the watch, we may become very careless about stand- 
ing. We may find ourselves standing on one foot only, with one hip raised. 
This habit tends to make one side grow higher than the other. Then again, 
we may let our feet spread apart very awkwardly. Some children lean 
«igainst the desk or door when they are standing. The children are not so 
weak that they need to do this; it is only a bad habit. When we stand, let 
us stand upright on our feet, in a manly fashion. 

While it is important to stand well, it is more important to sit well. 
Most of us sit much more during a day than we stand. We need to remember 
to sit back in the chair and not just on its edge. If we wish our legs to 
grow straight, our feet should be on the floor and not twisted around the 
legs of the chair. 

Let us think what are some of the harmful positions in sitting. Some- 
times when children are very much interested in the work before them, they 
sit just on the edges of their chairs. After a while they become tired. Then 
they lean back still sitting on the front edges of their chairs. This position 
curves the back and tends to make the shoulders round. 

Sometimes, children are short or tall for their ages, and their chairs 
and desks are not at a comfortable height. If the chairs are very much too 
low, the child's limbs must be bent and are likely to grow crooked. If the 
chairs are too high, the feet cannot touch the floor, but just hang from the 
edge of the chair. We need to have the chairs comfortable and of the right 

Sometimes one shoulder grows higher than the other. This defect is 
often caused by sitting in wrong positions. A certain position that children 
sometimes take pushes one shoulder higher than the other. Do you know 
what position that is? If you turn in your seats and rest one arm on the 
desk, you may find it. We need to be careful when working with only one 
arm on a table or desk not to raise one shoulder. The elbow may be pushed 
out instead of raising the arm. Let us remember to hold both shoulders at 
the same level. 

Why is it that we like to sit on one foot? The foot certainly does not 
feel any better in this position, for it usually goes to sleep. This shows that 
we are abusing it. The foot was not made to sit on, and it is not a very soft 
cushion. Sometimes sitting on the foot twists the leg so that one has trou- 
ble with it. Let us keep our feet on the floor. 

Perhaps we twist our feet, sometimes, around the leg of a chair. This 
position is certainly not very comfortable nor very good for us. 

.\fter you have bent over your work for some time, do you feel bright 
and fresh? Try sitting erect when you work, and sec if you feel any better. 
Your shoulders were drooping forward and you could not breathe freely. 
Bending over is almost sure to make the shoulders grow out of shape. 

We have already found some positions that make the shoulders grow 
round. There are still others. Sometimes, if we do not take exercise enough 
or have food enough, wc do not feel very strong and our shoulders droop 

If we wish to be straight, we must take care that we do not Use too 
many pillows at night. One pillow is enough for any well child. To sleep 
without a pillow is even better. If wc have too many, the head is pushed 


forward all night. There are many positions, then, that tend to make the 
shoulders round. 

Most of us do not like to see round shoulders. We need to decide that 
we at least will not have them, and then to do all that we can to keep up- 
right. There are several things that we can do to keep our shoulders back. 
If we find ourselves sitting in a position that we know tends to round the 
shoulders, we must take a proper position at once. We should straighten 
rp whenever we need to do so. Then we should avoid the different posi- 
tions that make the shoulders grow round. A strong back helps to keep 
the shoulders in position. — Selected. 

Use the following in the talk: 

Joseph Smith as an Athlete. 

The first test of an athlete is grit. In the Prophet's life this quality 
stands out above all others; in fact, his whole life is a proof of this quality. 
One little incident of his boyhood days, told by his mother, shows what an 
immense amount of will power he could exercise, and of what wonderful 
physical endurance he was possessed. 

He had something wrong with his leg; it had to be operated upon. The 
surgeon ordered cords to be brought to bind Joseph fast to a bedstead; but 
to this Joseph objected. The doctor, however, insisted that he must be con- 
fined, upon which Joseph said very decidedly, *'Xo, doctor, I will not be 
bound, for I can bear the operation much better if I have my liberty." 

"Then," said Dr. Stone, "will you drink some brandy?" 

"No, said Joseph, "not a drop." 

"Will you take some wine?" rejoined the doctor. "You must take some- 
thing, or you can never endure the severe operation to which you must be 

"No," exclaimed Joseph, "I will not touch one particle of liquor, neither 
ivill I be tied down; but I will tell you what I will do — I will have my 
father sit down on the bed and hold me in his arms, and then I will do what- 
ever is necessary in order to have the bone taken out." 

The operation was successful, and Joseph grew from a very weak 
boy into a strong and powerful man, over six feet tall, with a fine graceful 
physique. It is said by those who knew him that he was a very powerful 
wrestler, an expert at throwing quoits, a graceful horseback rider, and a 
good jumper. He was also very fond of playing ball with the boys. 

It is said that on one occasion while testing strength, by pulling with a 
broomstick, he overcame two men. 

The Prophet was never a "bully" nor "quitter." He was as clean in his 
athletics as he was in the rest of his life, and he never took advantage of a 
man even in a wrestling match. 

He entered sport for the pleasure there was in it, and acknowledged 
defeat with the same grace as he accepted victory. 

Questions on the Lesson: 

Recite the aim for this lesson. 

If you have a straight, strong body, to whom should you be grateful? 

Name some of the blessings which you receive which keep you well ami 

Name some things which you know could injure your body? 

How do you know that the use of these things will destroy your body? 

What are some of the results on others if we are unwise in the use of 
our bodies? 

Are you ever tempted to take things which are not good for you? 

Is there any good that can come to us through temptation? 

What does this statement mean: "To be forwarned is to be forearmed?*' 

In regard to food have we a warning, how did it come to us? 


How do we know that the Prophet Joseph Smith believed in play and 
proper exercise? 

The Lord sends us warnings; we have the example of the servant of the 
Lord. What good will this warning and example do you or me? 

Recite the memory gem and discuss its meaning with the class. 


Aim — Rest is not quitting the busy career; rest is the fitting of self to 
its sphere. — ^J. Dwight. 

Result Desired — A better understanding of the value of activity and rest. 

Meory Gem: 

Lead me in thy truth, and teach me: for thou art the God of my salva- 
tion, — Psalms 25: 5. 

Suggestive Talk: 

If you take a long walk, or stand a long time to watch a parade, your 
legs and feet will become very tired. But you could sit down afterwards and 
enjoy sewing or using tools or practising on the piano; for you would be 
resting the tired muscles of your feet and legs and using a fresh set of mus- 
cles — those of your hands and arms. 

If you use any muscles too long, they not only become very tired, they 
also grow weaker. They wear away faster than they can be repaired by the 
blood. The children who quit school and do heavy work in a store, a fac- 
tory, a mill, or a mine, do not grow to their full size or strength. And one 
reason is that they overwork; their muscles become very tired, and their 
growth is slow. 

If any muscles have been exercised until they are a little tired, they 
should be rested. But we need not be idle to be resting. We can rest part 
of our bodies while we use another part. If the mind is tired we can rest it 
best by taking some brisk exercise of the body. This is the reason why re- 
cesses are given in schools. A recess should not be spent in the school- 
room, but should be used by both boys and girls in free play out of doors. 

Sleep is the only form of complete and perfect rest. A child that does 
not sleep soundly the proper amount of hours is not well. The average 
amount of sleep required at 

4 years of age is 12 hours; 
7 years of age is 11 hours; 
9 years of age is lOj^ hours; 
10-12 years of age is 10 hours; 
12-14 years of age is 9 hours. 

You have learned that if you eat a hearty meal at night, just before 
going to sleep, you cannot properly digest it. Poor digestion often k<*eps 
one half awake. 

Children should never go to bed hungry. When hungry, you cannot go 
to sleep easily, or sleep soundly. Instead of going to bed hungry, take some 
easily digested food, such as bread and milk, crackers, or milk alone. 

Overwork, excitement, or the reading of horrible or exciting tales just 
before bedtime, is likely to keep you awake. To drop asleep quickly, you 
should go to bed at the same time every evening. 

Poorly ventilated and overheated bedrooms prevent sleep and cause 
headaches. The room in which you sleep should be cool, and the window 
should never be shut tight. 

Young boys and girls should not go often to night entertainments, if 
they are to remain healthy and do the best school work. If they are up 
late at night, they come to school the next day tired, when they should be 


During sleep the body gets back its strength. The rest of mind and 
body that comes with sleep cannot be had in any other way. — Selected. 

Let me remind you that now is the time to begin, if you are to lay the 
foundation for that grand and glorious structure — perfect manhood or 

Xow is the time, in the early spring time of your life, when you must 
decide whether you are to lay a -foundation for a ramshackle, tumbledown 
old hut, tnat is going to be an "eyesore," a shame and a curse to you all 
your life, or whether you are going to lay a foundation of pure and healthy 
habits which alone will allow the building of a human structure that will 
withstand the ravages of time and bring you the satisfying joys of a happy, 
well-spent and successful life. 

Think it over — think it over seriously, and when you have come to the 
determination that you want to amount to something in this world; that 
you want to be a credit to yourself, your parents and the community, then 
bear in mind that moderation is one of the first requirements. 

Make moderation a habit and a study; take it for the cornerstone of 
your foundation, and you are sure to build solid and well. 

Be moderate in all things. Learn to play well, excel if you can; but 
don't, don't overdo it. Don't spend all your time at play. Remember that 
play is a recreation to refresh the mind or body after work or study. .As 
exercise, play is a grand, good thing, but if you play too much you overstep 
the boundary line of moderation, and it becomes excess — excesses are dan- 
gerous. If you want to see the result in after life of excess, just take notice 
of the steadily growing number of physical and mental wrecKs which fill 
the sanitariums of our country. Rest assured, the nervous wreck of today 
was the boy or girl who was excessive and knew no moderation. 

Behold the unhappy capitalist, who finds no pleasure in life but to grind 
down his fellow men in his greed and selfishness, who has lost all feeling 
for his own flesh and blood in his lust for gain — he was the selfish boy, the 
greedy playmate, who was never satisfied until he had the other fellow 
"busted" in the boyhood games of chance, such as marbles, tops, etc. Never 
satisfied — always grasping for more — what a joyless, unsatisfactory life 
to live! 

Take notice of the nervous, irritable woman, who has lost the power to 
enjoy things in life and who has little patience with those who are still full 
of the enjoyment of good health. She probably overdid at some time and 
must pay the penalty. 

And think when you see the dissipated, low-down, drunken outcast of 
human society, that the man might be a credit to society instead of an out- 
cast if only he had learned the lesson of moderation as a boy. If only he 
had not been the unsatisfied glutton at the table — always demanding an 
extra piece of pie, of cake, of pudding, of anything and everything that hap- 
pened to please his palate. 

You must learn to be moderate as a child. Those selfish desires, those 
gluttonish cravings, those greedy impulses — you must control, or they will 
ultimately, but surely, get control over you in later life. You must learn 
to master them now or tlicy will certainly become master over you as the 
years roll by. 

Therefore, begin now and try to be moderate; moderate in all things 
the excess of which is harmful. Your reward will be consistent with your 
endeavor — a long and happy life. — Selected. 

Questions on the Lesson: 

Read the aim of this lesson. 

What is rest? 

Why do you call change rest? 

When you sit around all day doing nothing, how do you feel; 


Why do you have recess at school? 

Why should the period of recess be spent out of doors? 

How do we obtain perfect rest? 

What kind of a bedroom is best for a sleeping room? 

What makes the best kind of a bed? 

Why is early life such an important time for health? 

What is moderation? 

Have you ever done anything out of moderation? 

What was the result? 

Recite the memory gem and discuss its meaning with the class. 



Aim — True wisdom is to know what is best worth knowing, and to do 
what is best worth doing. — Humphrey. 

Result Desired — An increased appreciation of the powers of the mind 
and the body. 

Memory Gem: 

Every good gift and every perfect gift is from above— ^James 1: 17. 
(The teacher will need to be prepared to relate the stories of Samson 
and Naaman, Judges 13, and II Kings, 5th chapter.) 

Suggestive Talk: 

We are going to have a sum in addition — not the kind that you would 
have in your day school. First, we will find out what things must be added 

together to make a good locomotive engine. I will ask to tell us what 

he thinks are some of the things that an engine must have if it is to do its 
work and do it well. In the first place, what kind of builder would you want 
for your engine? Of course, the best possible, so we will say "Well built" 
as the first thing necessary for a good engine. Then when it is built, what 
more must it have before it can do any work? (Power.) Now it has power, 
it is ready to go, but we would not wish it to be started off to go just any- 
where. What is necessary if it is to go in the right way? (Tracks.) Now 
it is on the tracks, it has power, it is strong for service; shall we start it off 
and let it go as fast and as far as the power will take it? What more is 
needed? (Engineer.) What kind of an engineer would you want for your 
engine? What would be likely to happen if the engineer were ignorant and 
reckless and careless? There would surely be a trriblc wreck some day. 

X6w let us take another sum in addition, and sc2 if we can find out what 
must be added together to make a character that is strong to do God\ work 
in the world. In the first •^lace, wc must have a wise architect, a master 
builder, and we have One who had lived a perfect life here upon the earth 
and has shown us the pattern after which our own characters should be fash- 
ioned. But in order that we may have His help in our character building, 
we must believe in Him. We must have faith. What must be added to 
faith? What does "virtue" mean? Yes, it is the power that makes it pos- 
sible for us to do the things that God wishes us to do. What more is needed? 
(knowledge.) Yes, we must have knowledge, but when we know just what 
we ought to do, is it easy to do it? There are wrong desires that come 
from within, the wish to say wrong things, to eat or to drink tilings that 
harm the body, and all other desires that make us unlike our I'athor in 
heaven. Shall we let these desires rule us? Xo, that must not he. Then 
what do we need? (Self-control.) But things will come from outride that 
are hard to bear. Shall we get angry and cross over thc^e things? What 
can we add to our character that will help us to keep sweet about such 
things? (Patience.) The next word tells us really the whole story? If we 


can only have Godliness, or Godlikeness — that is, if we can be like Jesus 
Christ, — the sum of all these things will be something like what God wishes 
to see in us. What comes next? (Brotherly kindness.) And then what 
else? (Love.) Just love for everybody. That is not so easy, is it? It is easy 
to love some people, but it is hard to love everybody; but God makes no ex- 
ceptions, and with His help we can love and wish to help all of His chil- 
dren; that is, "love our neighbor as ourselves." How far do you think that 
Samson measured up to the sum of this character that we have been talking 
about? We do not know much about the little maid who helped Naaman, 
how many of these things do you think there were in her character? 

Open your Bibles at the fifth chapter of Ephesians and read verses 
15-17. Do you see how those verses are saying the same thing that we have 
been finding out? We must have knowledge of the right or we cannot do 
the right. Read verse 18. What word in it will keep one who has it from 
being drunk with wine? Read verses 19-21. You see how Paul tells of the 
love that we must have for God and man, and of the going out of the love 
in praise and thanksgiving and kindness. (In the closing part of the lesson 
you can enlarge on the self-control side in whatever way you think it most 
needed by your class. — Selected. 

Questions on the Lesson: 

Read the aim for this lesson. 

What are some of the things that are best worth knowing? 

What are some of the things that are best worth doing? 

vVhy do we believe that the Lord means us to be happy? (Have one 
or more Bibles in the class and read all or parts of the third chapter of 

Relate the following story: 

Joe's Churning. 

"Joe," called Aunt Hester from the kitchen door, "Jo-seph!" 

But there was no boy in sight, and only the cackling of the hens an- 
swered from the direction of the barn to which he had been sent half an 
hour before. 

"You'll have to leave the ironin', and bring in the eggs yourself, Hetty," 
she said to a busy young girl. "Joe has forgot all about what he was sent 
after, and he may be tryin' experiments on the moon by this time. I can't 
wait any longer." 

Not quite so far away as the moon was Joe. Down in the meadow, 
where the grass grew thick and soft, he lay, a sun-burned, gjay-eyed lad, 
with torn hat pulled low over his face, while he studied the brook that went 
rippling and dancing by. 

"Lots of power there, if a fellow could turn it to account some way," 
he mused. "Now if I could only get that thing to work!" 

He had thought of it while he was hunting the eggs. The eggs, indeed, 
were already invented, and a dozen proud biddies seemed trying to assure 
him that theirs were the most wonderful eggs ever laid, and couldn't pos- 
sibly be improved upon. But Aunt Hester had spoken of the churning as 
next in order after the eggs were in, and Joe hated churning. 

"It's just a splash and dash that takes a lot of time and no brains," said 
Joe, "and there ought to be some way to keep that stick going up and down 
of itself, without somebody bothering to hold it all the time." If a rope 
could be fastened to the dasher, and go up over a pulley to a wheel or some- 
thing that could be turned by wind or water. Water! Joe sprang up at that 
thought, and, with his errand to the barn quite forgotten, hurried away to 
the stream. 

He had no idea how long he lay on the grass and watched the water as 
he had watched it many a time before. He studied the possibility of a dairy 
house down by the brook; then, of carrying the water across the meadow^ to 



the barn. Some sort of machinery might be rigged up in the barn. At that 
conclusion he left the stream and wandered back to his starting point once 
more. Even with the water power unprovided as yet, he might satisfy 
himself how the churning could be done, if only he could get the churn out 
there to experiment with, Joe thought. It was in the cellar kitchen, why 
not try it? 

"Cream's in it, and all ready," chuckled the boy, as he made a hasty ex- 
amination. "Now, ril show 'em how to make butter by machinery!" 

No one saw the churn on its tipping and rolling journey across the yard, 
and Joe soon had it setting upright in safe seclusion, a rope attached to the 
dasher and passing up over a board in the loft. To the other end of the 
rope was tied a weight, and Joe, lying flat^on the board, manipulated the 
wonderful invention. It was much harder work than ordinary churning, and 
the dasher strokes were jerky and irregular, but Joe persevered, with the 
perspiration gathering on his forehead. 

It seemed to him that the butter was unusually long in coming, and, 
forgetting the danger of loose boards, he leaned incautiously over the edge 
and looked down. 

The next moment there was a crash that startled even the busy women 
in the farmhouse, and Aunt Hester and Hetty rushed out to find a broken 
and overturned churn in a pool of milk, a hen and her young brood half 
crushed by a heavy board, and Joe limping out of the wreck, dripping and 

'What's all this?" began frightened Aunt Hester. 
I — I came out here to do the churning," said Joe. 

"Churnin'!" Aunt Hester surveyed the entanglement of rope and weight 
and understood the situation. "The churnin' was done more'n an hour ago — 
I had to leave part of my bakin' to do it when I couldn't find you and I'd 
have emptied the buttermilk, only I couldn't take the time. The eggs I sent 
you after have been brought in, too; Hetty had to leave her ironin' to do 
that, and when Tom came up to go over to the village I had to hinder him 
to split up some wood and bring it in. If you've been tryin' to invent some 
way to keep Joe Foster from doin' the work that belongs to him, I guess 
you've hit it first-rate. 

"There! Do go into the house and get washed up," she said, her voice 
softening; "you look as if you'd been trying to invent a scarecrow, and had 
done it." 

That afternoon, when Joe sat rather disconsolately by the window, Aunt 
Hester brought a beautiful book and put it in his hand. 

"It's your birthday present, Joe, and I didn't mean to give it to you till 
Monday," she said; "but I guess it'll do you as much good now as any time. 
It's the story of some great inventors, and what I want you to notice, Joe, is 
that all of 'em hit on these useful things while they was honestly doin' their 
work, and not while they was tryin' to shirk out of it. You do your 
thinkin' while you do your workin', and mebby something'Il come of it yet, 
Joe Foster." — Kate W. Hamilton. 

Fifth Grade. 

Children twelve and thirteen years of age.) 

Subject for the Year — The Articles of Faith. 
Topic for the Month of May — Organization. 

1. The Earth. 

2. The Fall. 

3. The Atonement. 

4. The Church Today. 


Note. — The lessons for this month are based on the 6th Article of Faith. 
The main points to be developed are, Faith in God; a desire to follow in the 
footsteps of the Savior and a deepened sense of gratitude for the privilege 
and honor of being a member of the Church of Jesus Christ of Latter-day 

Sometime during each lesson the sixth article should be recited. 


The Earth. 

Aim — But Jesus answered them, "My Father worketh hitherto, and I 
work." • * 

Development of Lesson Seventeen. 

It is hoped that the class will get some thought of the divine plan which 
was had in the creation of this earth. The teacher should explain simply 
the wisdom which has developed and brought the children of our Father to 
their present stage of intelligence and power. The 23rd chapter of "The 
Gospel," by Roberts, Lecture 3, paragraphs 29-32, with notes on Lecture 3 
of '"The Articles of Faith," by Talmage, should be carefully studied, and the 
following points made clear in the talk: 

The plan which was laid before the earth was formed. The necessity 
for the constant contest between the powers of good and evil. The lessons 
for us in the Fall, the Atonement, and the Restoration of the Gospel. Each 
of these great steps in the history of the plan of salvation should be re- 
lated briefly by the teacher. 

Questions on the Lesson: 

If a person living in Europe should write a letter to you, how would it 
be addressed so that it would come directly to your home? 

Of what nation are you a part? 

What is your opinion of the United States? 

What kind of a great government was it when Columbus discovered 

How did it become a great government? 

Who wrote the Declaration of Independence? 

How many of the people living in the colonies when the war with Eng- 
land began had any idea that the United States would grow so rapidly into 
its present stage of power? 

Name some of the men who have done the great things that helped tc 
make this one of the greatest governments in the world? (Name some ot 
the great soldiers who fought not only in the war of the rebellion, but in 
the great struggle between the North and the South; also statesmen like 
Lincoln: inventors like Edison, explorers like Peary, etc. 

At the time these men lived were the people all alike, for instance was 
every man as brave and as capable as George Washington? 

How many people live in the United States now? (More than fifty mil- 

How many of this number will be great enough to find a place in his- 
tory, to be studied about, say, a hundred years from now? 

We must remember that the men who do things are like guide-posts, 
they represent to us the times in which they lived and by studying about 
them we learn how the world progresses and we are filled with a desire to 
imitate the great men and women who have lived before us and to leave our 
j.jood mark on the history of today. 

We all enjoy the study of the" wonderful development of our own coun- 
try. Do you know of any other great countries on this earth? 

How would you like to know all about these other places and peoples? 


Do you think any one person could know about and understand the dif- 
ferent races of people and the histories of their countries? 

Whom do you think would know? 

What position would you say God holds over the earth? 

What good is a leader or ruler? 

What is an organization? 

What are the parts of an organization? 

Recite the sixth Article of Faith. 

Who established the organization known as the Primitive Church? 

What purpose, do you think, did our Savior have in appointing these 

Who created the earth? 

Before the earth was formed there were two great beings who offered 
their services to God. Who were they? 

Why was Jesus chosen? 

What has Satan been trying to do ever since? 

Read the aim for this lesson and discuss its meaning with the class under 
the following heads: 

How did our Heavenly Father work? 

How did the Savior work? 

How may we help further the plan to perfect the earth and all its peo- 


The Fall. 

Aim — We know that all things work together for good to them that 
love God, to them that are called according to His purpose. — Romans 8: 28. 

Development of Lesson Eighteen. 

Review lesson seventeen to develop the thought that organization with 
rulers is necessary. Continue the same thought by going into more details 
as to why God preferred the plan of salvation which was accepted by Jesus; 
what happened to Satan after he was driven out of heaven, and the power 
which he has to try to injure mankind. Show that the Savior represents 
the right, Satan the wrong. The Creator must have been satisfied with this 
condition, for the contest is carried on with every individual who comes upon 
the earth. Talk of the value of free agency, the opportunities it offers, etc. 
Let the class help you to relate in detail the story of the Fall. For help in 
giving this lesson read again chapter 23 of "The Gospel," by Roberts, and 
the story of the Fall as given in Lecture 3 of "The Articles of Faith," by 

Questions on the Lesson. 

Explain the organization of your school. 

What authority is there above the teachers in your school? 

How will the superintendent (city or county) know which is the better 
one of the schools which it is his duty to visit? 

How could your principal tell which is the better class in the school? 

How may your teacher know if one pupil is doing better than another? 

The teacher should make the following statement: 

A wise and just superintendent, principaj or teacher, if called upon to 
answer any of the above questions, will take a good many things under con- 
sideration. They would find out the difficulties and advantages which a 
school or a pupil had to meet and would judge the efforts that were neces- 
sary to produce good results. Now we wish you to be careful in your judg- 
ments and never be sure about anything until you arc certain that you know 


everything about the subject upon which you may be asked to pass judg- 

Why would you call a school an organization? 

Name some other organizations that have leaders, teachers, officers, or 
rulers by any other name? 

What was the first organization after the earth was created? (The 
family in the garden of Eden.) 

What were the parts of this family? (Adam and Eve.) 

What kind of a home did God give to this first family? (Go into de- 
tails of trees, flowers, animals, birds, insects, etc., showing how all dwelt to- 
gether in peace.) 

What were the duties of Adam in this home? 

Did he have any opportunities to settle troubles or difficulties? Why? 

How about the development of character, of strength of body and 
mind in this family? 

Nothing to resist, nothing to overcome, what do you think about it? 

Satan comes in and brings about a change. What did he accomplish? 

Which is the better condition for a family before or after the fall? Why? 

What was the condition of this first family after the fall? (Go into 
details of work necessary to provide home, food, clothes, etc.) 

What increased the family and gave Adam opportunities to be the head 
and ruler in his home? 

Recite the aim of this lesson and discuss its meaning with the class. 


The Atonement. 

Aim — "I seek not mine own will, but the will of the Father which hath 
sent me.*' — ^John 5: 30. 

Development of Lesson Nineteen. 

Review briefly the two previous lessons for this month, keeping clear in 
the minds of the class the thought of the plan of salvation, how it was ar- 
ranged from before the beginning and that there is for each one of us an 
opportunity to be a helper in the kingdom; that we have our freedom to 
choose between the good and the evil. Adam and Eve were children of the 
heavenly Father and, probably, very much like us. When Satan came and 
talked with Eve, it is not likely that she thought that any act which she 
might perform would be of such importance as to affect every person who 
should live not only in her own day and on through all the ages which 
have come and gone since that day in the garden of Eden when she wa§ 
tempted. Consider any individual whose life has made a lasting influence on 
others, even the divine Son of God, our Savior, could we see in their child- 
hood the prophecy of their lives, they did not realize it themselves. We 
know only this, that by trying to find out 

"What God would have us do. 
And do that little well; 
For what is great and what is small, 
'Tis only God can tell.' 


The religion of our Church is the Gospel of Christ, notice the mean- 
ing of the term, "Gospel of Christ," meaning Christ's plan, the plan whicn 
was offered in the council of heaven, and the one which was satisfactory to 
the Father. What was the plan? "To use persuasive influence of wholesome 
precept and sacrificing example with the inhabitants of the earth, then to 
leave them free to choose for themselves." 

Show how the Fall gave us the privilege of choosing. 


Relate briefly the story of the life of Christ, making your points from 
the following: 

Humility of birth; obedience in youth; obedience to the first principles^ 
baptism, gift of Holy Ghost; the life of sacrifice, when "He went about do- 
ing good." Make as plain as you can the fact that He came not only to teach 
but to act out in His own life the plan of salvation. He chose helpers and 
organized what we now know as the Primitive Church. H there is time some 
of the labors of Christ and His disciples may be related, particularly those 
that represent how "They went about doing good." Explain the necessity 
for the crucifixion. It was part of the plan. He offered to make His life a 
complete lesson. Born in the lowliest manner; living the perfect life; suffer- 
ing the degradation of death on the cross and then that we might always 
have courage to pass through any difficulty or pain He rose from the grave 
and afterwards ascended to His Father. When we see death it is apt to 
make us afraid, but the wonderful love of our Father which was shown to us 
by His son teaches us that there is no death, but a birth into a higher life. 

Questions on the Lesson: 

Joseph Smith the Prophet said: 

"As man is, God was; as God now is, man may be." What do you 
think is meant by this statement? 

Read the aim for this lesson? 

What do you suppose would be the result if each one should want to 
follow his own will? 

Think about a small child. In how many ways does he need a father and 
a mother? 

Let us think about a father. Do you know of one who is willing to 
work, to sacrifice his own desires and pleasures for his children? For oth- 
ers? How does he do this? 

Repeat above about a mother. 

If each family should decide to go their own way independently, what 
would be the result in a town? a city? a great country? How about 
schools? institutions of any kind? Did our Savior confine His kindness to 
His own family? How do you know? 

Is the plan of salvation for a few? (Recite the third article of faith.) 

We believe that when the plan for the earth was made that we were 
present and that we agreed to come to the earth and pass through a life 
which should have pleasure and pain, health, sickness and death in it, be- 
cause it would help us to grow more like our Savior, the Son of God. 

What do you think of the wisdom and love of our Heavenly Father? 

How did the Savior resemble His Father? 

The Savior is sometimes called "Our Elder Brother." What does that 

Members of the same families sometimes look alike; sometimes act 
alike. How did the Savior resemble His Father in both ways? 

Is it possible for us to act so as to change our physical appearance? 
(Good and bad habits of life may greatly modify physical appearance, but 
cannot entirely change it.) 

Is it possible for us to act so as to change our mental and spiritual con- 
dition? (Refer to saying of the Prophet Joseph.) 

Where do you think our Savior is now, and with whom does He make 
His home? 

We are all to be perfect some day, "Even as your Father in heaven." 
How is that like the statement made by the Prophet Joseph? (If neces- 
sary repeat statement.) 

What are our opportunities to reach this great standard? 



The Church Today. 

Aim — "Order is the sanity of the mind, the health of the body, the peact 
of the city, the security of the state, the perfection of the Church. . As tht 
beams to a house, as the bones to the body, so is order to all things." 

Development of Lesson Twenty. 

Review previous lessons, using the aims of each to develop a clear un- 
derstanding of the plan of salvation; the necessity for organization; helpcr>, 
rulers, etc. 

Relate briefly the story of the Restoration, of the Gospel; einphasizin:j 
the resemblances between the lives of the Savior and the Prophet Joseph. 

Then with the help of the class take up the organization of the Church 
to show the beauties as well as the opportunities which the Lord permit^ u> 
all to enjoy. 

Questions en the Lesson: 

"My Father worketh hitherto, and I work." What has the Father done* 
What has the Son done? 

"We know that all things work together for good to them that love 
God, to them that are called according to His purpose.'* In the making^ of 
tnis earth what was God's purpose? Discuss the plan made before the forma- 
tion of the c:»rth — the story cf the P'all — the life and death of our Savior — the 
restoration of the Gospel — our opportunities today. 

"I seek not mine own will, but the will of the Father which hath sent 
me. What do we know of the will of the Father, how will obedience to it 
help us? 

Why do you think that He hath sent you? 

Read the aim for this lesson, discuss it with the class. 

How was order developed in the creation of the earth? (Go into each 
day's work, showing the growth from the lowest to the highest.) 

What do you admire about the system and order in your school? town? 
country? home? ward? stake? Church? seasons? your own body, etc.? 

Recite "Order is heaven's first law." 

Recite the Sixth Article of Faith. 

Traces of God's Mind. 

The Scotch philosopher, Beattie, took an interesting method of teach- 
ing his little boy his first lesson about God, at the age when the child's mirKJ 
was ripe for the lesson. In a corner of the garden, he traced with his rin- 
gers, the initial letters of the child's name, planted some cresses in the 
furrows, and left them to grow, and for the boy to discover. Shortly after- 
wards the boy came running to his father to relate his discovery. • Hi> 
father affected unconcern, and made as if it were no matter of wonder 
When he followed the boy to the place he said that it was just an accident 
The boy was thoughtful, and at last said: "That cannot be an accident. 
Some one must have sown those seeds. They would not make my name oi 
themselves." The father then talked to him about the wonders of his body 
with its wonderful adaptation of parts, and means to an end, and asked him 
if he thought that all this could have happened by chance. The boy wa> 
positive it could not, and was thus led into his first knowledge of that Great 
Being who was the Author of his life. 

The argument from design has never lost its force, and is, indeed, 
strengthened by the more wonderful insights into the marvelous designs of 
nature which modern science has brought to us. — Selected. 


The CHILDREN'S Friend 


Vol. IX. MAY, 1910. No. 5. 


Beautiful faces are those that wear — 
It matters little if dark or fair — 
Whole-souled honesty printed there. 

Beautiful eyes arc those that show, 

Like crystal panes where hearth-fires glow, 

Beautiful thoughts that burn below. 

Beautiful lips are those whose words 
Leap from the heart like songs of birds, 
Yet whose utterance prudence girds. 

Beautiful hands are those that do 
Work that is earnest, brave, and true. 
Moment by moment the long day through. 

Beautiful feet are those that go 
On kindly errands to and fro — 
Down humblest ways if God wills it so. 

Beautiful shoulders are those that bear 
The needful burdens of homely care 
With patient grace and daily prayer. 

Beautiful lives are those that bless, 
Silent rivers of happiness 
Whose hidden fountains but few may guess. 

— Unknown. 


They stood by, eager to assist, while Pa Gardiner helped Grandma 
Baird to her place on the rear seat of the carryall. When she was com- 
fortably settled Frank handed up her shawl, and as his father arranged 
it around her shoulders his mother said: **Vd feel twice as happy if 
you were going, children, but I don't want yoU to get the whooping 


"The twins will be all right/' pa said, cheerfully. '*Of course it's 
hard to leave them behind, but we can't spare sister Nell from the re- 
union today and she can't come unless she brings the girls.*' 

"And they couldn't pass by the whooping cough." Ma Gardiner 
laughed as she spoke. "I never saw such girls in my life ; they're al- 
ways catching something." 

"Well, we must be off." Mr. Gardiner took up the lines and seat- 
ed himself beside his wife. "Don't get lonesome, be good children, and 
we'll be home a little after dark." 

"We'll bring you some of Aunt Nell's nut cakes," was Mrs. Gar- 
diner's promise as the horses started. 

The twins watched until the team made nothing but a gray spot far 
down the country road and then Frank turned briskly to his sister. 

"There isn't a bit of use in feeling lonesome or crying because we 
couldn't go," he said. "We went last year and can go again next. Of 
course they want Aunt Nell more than us. It wouldn't be a Gardiner 
family reunion without her. I'm going to clean my cannon today; I 
haven't had time to give it a real good polishing since the Fourth of 

"We won't be lonesome if we keep busy," Frankie declared, "and 
I'm going to scrub the kitchen floor. Mamma said it must wait until to- 
morrow, but this is scrub day, and I just love to clean things." 

"I'll see if I can find some sweet corn big enough to cook," Frank 
volunteered. "Mamma said we should eat bread and milk for our din- 
ners, but she won't care if we get us a good one." 

"Ain't we 'most twelve years old?" Frankie asked the question 
rather scornfully. "When a little girl is as big as we are, she ought to 
do almost everything." 

Frank laughed and surveyed his sister with a critical eye. 

"I believe I'm getting to be a tweenty-weenty bit bigger than you," 
he said. "Let's go to the granary and weigh ourselves and see." 

"Exactly the same," he declared a few moments later. "I do hope 
we can always stay just alike." 

"Your face is tanned worse than mine," Frankie's tones were filled 
with regret. "Fll have to "help more than I do with the berry picking 
and then I'll get as black as you are." 

Frank nodded. "Let's race to the house," was his suggestion, "and 
then see who'll beat getting things cleaned ; my cannon's awful dirty. 

"Well, the floor doesn't look dirty a single bit." Frankie returned, 
"but then it never does. Mamma always says the way to be clean is to 
wash before you're dirty ; that's the way she does everything, and I 
want to grow up to be just like her if I can." 

"She's the best mamma in the whole world," Frank declared as he 
started to the attic for his little brass cannon. 

It was more than an hour later that Frankie straightened up with 
a tired sigh. 

"There !" she said, "that floor's just as nice as mamma makes it. 



and I beat; but I wouldn't if you hadn't kept stopping to pump the 
water for me. You're an awful good brother, Frank." 

**A fellow's got to be when he's a twin," was his disclaimer, and 
then 'he broke into a run for the road. Soon he returned, bearing a 
postal card. 

*'I saw the letter carrier drop it into our box," he said, "and what 
do you think is on it ?" 

Frankie wiped her hands hastily. "Let me see ; what does it say?" 

"It's from Greataunt Sarah Harding, and she'll be here on the five 
o'clock stage. The folks won't be home until bedtime ; whatever will 
we do, Frankie !" 

"Why, get supper for her," was the prompt response "Aunt Sar- 
ah is the nicest greataunt anyone ever had. She's awful particular, and 
looks at you with eyes that go clear through, but I love her." 

"What'll we get?" Frankie asked the question almost hopelessly. 
"I heard mamma say there wasn't a blessed thing in the house to eat." 

The face ga^ng intently at the postal lost all its smiles for a mo- 
ment, and then its owner broke into a laugh while she nodded her head 

"See here," she said. "I've always wanted mamma to let me cook, 
and she hardly ever will. Now I've got a chance, you help me and we'll 
eet up the nicest supper Aunt Sarah ever had." 

"What'll we get?" 

"Why potatoes and things. I wisli we had some fish. I've fried 
them lots of times, you know, when you and I have gone fishing." 

"But they're so little," objected her brother. Then his face bright- 
ened. "I guess they'll do ; they taste so sweet and good. At any rate, 
ril try and catch some. First, I'll dig the potatoes, and you help me 
look for some corn, and there's peas and cucumbers; I guess we'll 
manage all right, and gee whiz ! won't the folks be surprised when they 
get home!" 

"We'll pick some berries." Frankie was all excitement. "I can do 
that while you fish, and I'll make a custard, I know how, and I'll — " 

"Come on." Frank made a dash for the hoe. "It's almost ten 
o'clock, and we'll have to work like a threshing machine to get every- 
thing ready by the time the stage gets here." 

For a little time they worked together, and then Frank shouldered 
his fishing rod and started for the river which flowed so beautifully 
through the woods that edged their father's farm. The sun was hot 
and his arms were tired, but his whistle was cheerful, and he was think- 
ing of the smoothness with which the supper work was moving. "Now, 
if I only have good luck with my fishing," he thought. "Maybe I can 
catch as many as a dozen sunfish ; I have done it many a time on days 
like this." 

It was some time before he had even a nibble, but at the end of an 
hour four sunfish and two perch were lying in the shade strung on 
the end of a forked stick. Then he caught another perch, and, baiting 
his hook, tried again. This time there was not even a bite, and Frank 


had about concluded to try his luck further down stream when the cork 
went under, his line straightened with a jerk, and the rod was nearly 
pulled out of his hand. He tried to pull in but couldn't ; it really seemed 
as though he would be drawn into the river, despite all his effort. So 
■ he turned his back to the water and grasping the pole tightly in both 
hands, walked steadily away. It was^ a hard pull, and soon he was 
brought up with a jerk that threw hini backward to the ground. But 
whatever was at the other end of the line had ceased to pull, and he 
sprang up and bounded toward the river. What he saw made him give 
;i jump that brought him to the very edge of the water with a shout of 
ioy. There lav a salmon which <ieemed to be at least a yard long! It 

was a beautiful fellow, flopping and gasping. In its open mouth another 
fish was struggling while the hook had passed through its gills and was 
firmly fixed in the mouth of the salmon. He understood at a glance. 
The smaller fish had swallowed the bait and at the same moment the 
salmon had seized it and hung on, thinking, if fish do think, that beii^ 
pulled ashore was simply the fish's endeavor to escape. He carried 
them so far up the bank that by no possible chance could they reach the 
water again, and then, winding up liis line, started for home, the h^ 
piest boy in the State. 

"Aunt Sarah won't have to pick little fish bones for supper now." 
he said to himself. "We won't even need to cook them ; there's more oi 
this than we can eat in two meals." 

Frankie was busy shelling peas on the veranda, and they were 
scattered everywhere when she saw what her brother carried. 


'•Where in the world did you get it?" she fairly screamed in her 
delight. "O, isn't it a beauty !" 

'*Do you think you can cook such a big fellow," he asked, anxious- 
ly. ''Wasn't I in luck?" 

*' 'Course I can cook it ; it'll be easier than a little one, and folks al- 
ways have luck when they just stick and keep doing their best. That's 
the way I get my examples when they won't come right, and I think 
working examples is the hardest work a girl ever tried to do." 

"This wasn't hard except in the sticking," said Frank. "The sun 
was pretty hot, and I wanted to give up, but I know we'd got to have 
the fish, and so I stayed." 

"If you hadn't, we never would have got this big fellow. I wonder 
how it happened. I never heard of anyone catching a salmon in the 
river before." 

"I never did either; he must have come up from the ocean and 
couldn't find his way back," Frank responded as he carried his prize 
to the kitchen sink. "Get the scales and let's weigh him. My ! but he's 

Then they ate a dinner of bread and milk. "We're too busy for 
anything else," remarked Frankie, and her brother nodded. 

"We'll be all the hungrier and enjoy our supper the more," he said. 
'*I hope we can get it cooked all right." 

*'Of course we can," his sister answered disdainfully. "I've watched 
mamma lots of times, and if you'll gather some sprays of the trumpet 
creeper for the table, TU fix it lovely. Aunt Sarah is so fond of that 

Just as the stage drew up before the gate at five o'clock the carryall 
came in sight away down the road. Greataunt Sarah was barely seated 
in the big rocker when Grandma Baird was hugging her close. 

"Why, you dear sister Sarah," she cried, tears of gladness in her 
eyes, "where did you come from?" 

**Home," was Aunt Sarah's answer. "I wanted to see you, and 
John was going to the city ; he could help me on the train, and so I just 


"I'm glad I got to worrying over the twins and came home early," 
remarked their mother. "It did seem as though I couldn't stay another 
minute; I thought something must be wrong." 

"Instead of that, everything was as right as right," said grandma. 

"Well, I'll hurry up and see about supper." Ma Gardiner was 
busy putting away Aunt Sarah's wraps. "You must -be almost starved, 
but there isn't a single thing in the house to eat." 

"You see we expected to take the twins and stay over night," 
e^randma began her explanation just as Pa Gardiner came in from the 

"Who's been getting supper?" he asked. "Take a look in the din- 
ing-room and see the mischief the twins have been up to." 

Everyone, even Greataunt Sarah, hurried out to see. The table 
wa« set with the best linen and the china that Grandma Baird's grand- 


mother had brought over from England, and which had been buried in 
the cornfield at the time she had fled to the garrison house for protec- 
tion from the Indians, when Grandma Baird's grandfather was helpini,' 
Washington to gain our country's freedom. When the carryall had 
been observed down the road Frankie had added three more plate^ to 
the table, and there it was, ready for all to eat the nicely prepared 
supper which was w-aiting on the range in the kitchen. 

"It's just as nice as your mother could have done," was the criti- 
cism Greataunt Sarah pronounced, while Pa Gardiner remarked: "I 
don't see how you ever managed to land that fish. It's the funniest 
thing I ever heard of. Salmon in the Neperan River ! And you say it 
weighed eight pounds?'' 

"Eight pounds and four ounces," Frankie corrected, while Frank 
responded : "I just took hold with both hands and pulled. I've learned 
that 'most anything you want'll come to you if you do that." 

"I believe that both of you must have been working that way to- 
day," said Ma Gardiner as she leaned over to kiss them. "I didn't 
know until tonight how much reason 1 have to be proud of my twins."— 
Abbie Fosdick Ransom. 


What is the Iron Rule? 
The rule of savage men: 
If evil is done unto you 
Evil do thou ^pain. 
That is the Iron Rule. 

What is the Silver Rule? 

The rule of worldly men: 

If good your neighbor does to you 

Do good to him again. 

That is the Silver Rule. 

What is the Golden Rule? 
The rule of righteous men: 
If evil is done unto you, 
Return thou good again. 
That is the Golden Rule. 

— Selected. 


Clad in her little blue rompers, 

Dancing and skipping, she goes; 
Curls in the wildest of tangles 

Cheeks like the heart of a rose; 
Running and romping and shouting, 

Laughing and all out of breath — 
"Tell me your name, little lassie!" 

Quickly she answers, "Just Beth." 

Trim in her 'broidered white apron, 

Patiently learning to sew; 
Setting the stitches so neatly, 

Each after each, in a row; 
Singing in sweet little snatches. 

Softly, just under her breath — 
"What is your name, little lady?" 

"Now, it's Elizabeth." 

—Grace Stone Field in "Little Folks." 


She stood on the veranda of a beautiful old house in a southern 
state. The vines climbed to the tops of the pillars, making an exquisite 
frame for the girl's face as she looked out between them to the terraced 
slopes below. A party of friends were taking tea in the late afternoon, 
and the tables were set in the garden among the roses. There were 
elderly ladies and gentlemen, middle-aged people, and a bevy of young 
folks included in the groups, over whom fell the mellow sunset light. 

In her white gown, with her straight slender figure, her dark hair, 
and her vivid coloring, the daughter of the house herself resembled a 
flower, and suggested sweetness and grace to an older woman who lin- 
gered near her. They had held to one another the relation of teacher 
and pupil, and had separated as intimate friends, with an agreement, 
made on the day when Adelaide was graduated, that they would meet 

Twice a twelvemonth had passed, and the teacher was paying her 
first visit to Adelaide in her home. 

**What have you been doing, dear," she said, "since you left col- 
lege, and what are you planning to do with your life? You were full 
of ambition and energy, I remember. We hoped you would return for 
d graduate course, or else go abroad to study, but your letters have told 
nothing, and I fancy you have found enough to occupy you here at 


"Yes," the girl replied, aiter a second's "hesitation. "I have enough 
to occupy me at home. I am simply a maid of all work. You see, we 
are a clan. Most of the friends here today are connections of the 
family, or very dear neighbors. There is almost no end to the cousin- 
hood. There are invalids to cheer, babes to pet, old people to amuse, 
young people to advise, and sorrowful people to comfort. Father needs 
me in the little leisure that is left him, after managing affairs of state. 
Mother gave me up for six whole years, counting the two at school be- 
fore college, and my brothers "have settled it in their minds that I am 
a safe, sisterly confident. In the kitchen and on the farm I discover 
places where I can be of use, and I have friends all over the country- 
side, from the blacksmith's shop and the cobbler's cabin to the manse 
and the doctor's home, and the inn to which the summer boarders come. 
I never meant to be merely a maid of all work, but that describes what 
I am, precisely." 

The teacher looked at her and smiled. "I remember a phrase you 
were fond of," she said, musingly. "It was your motto in your senior 
year, and hung over your desk in your pretty, restful room. I used 
to read it and wonder if it meant all that it ought to you. I have no 
doubt, now, that you have been led by right ways into its full under- 
standing, 'with good will, doing service.' A girl could not have a bet- 
ter motto, nor a home of greater treasure than a girl into whose heart 
that motto had been received." — New Guide. 


Of course, all our young girls desire to be beautiful. But many 
seem to forget that beauty is more than skin deep. . No perfection of 
skin and feature will atone for an unlovely expression. And a lovely 
expression can only come from a sweet nature. We all are not bom 
with pretty faces; but we all can cultivate a sweet disposition, which 
will brighten the countenance and give a beauty of character far sur- 
passing that of complexion or features. You may not be able to alter 
the shape of your nose, or change the color of your eyes or the size of 
your ears ; but, if you cultivate interest in those about you, if you ac- 
quire thoughtfulness and unselfishness, you will find that you have g^eat 
beautifiers, which will render you attractive beyond anticipation. Phys- 
ical defects are not noticed where there is a pleasing expression. The 
charms of a beautiful character are more to be sought than delicate 
complexion and features. — Selected. 





"Say, boys, did you ever stop to think 

That we are the coming men? 
That weVe only a few short years to prepare 

Ourselves for the work, and then 
The fate of the world will rest in the hands 

Of those who are boys today? 
I tell you it makes a fellow feel tliat 

He wants to be armed for the fray! 
We cannot aflFord to hamper ourselves 

With habits that work us harm; 
We need to be true of head and heart, 

With a steady, strong right arm; 
We need to be men, — real, honest men, 

With a love of life and its joys, 
But ever ready to stand for the right; 

And in order to do that, boys, 
We've got to begin right now, or else — 

No, I am not "Preacher Ben," 
But don't let us forget in our work or our play 

That we are the coming men!" 

— Fannie Herron Wingate. 


How a Syrian boy would stare at our school, at our desks and maps 
and blackboards ! His school is simply a bare room containing forty or 
fifty boys. They leave their shoes in a pile outside the school door and 
when they go in they squat on the floor, each holding his book or tin 
card containing his lessons before him. 

School begins. Every boy at once commences at the top of his 
voice to study. This he does by swaying back and forth like the man- 
darins in the toy shops. When one goes up to the teacher to recite he 
has to scream louder than all the rest. 

If he should be so unfortunate as to miss, his ankles are lied to- 
gether and he is beaten on the soles of his feet. If he has been a very 
bad boy, he is treated to an even worse punishment. A chain is put 
around his waist; some one walks behind him with a whip and he is 
driven through the streets. Worse still, he has to kiss the hand of every 
man, woman and child he meets. Such people as masons or carpenters 
are often stopp>ed and called to witness a boy's disgrace and have their 
hands kissed by him. 

What do you suppose these boys of Syria learn ? No mathematics, 


no geography ; nothing but to read and recite the proverbs and sayings 
in the Koran, which is the bible of the Syrians. These they also learn 
to write, and for this instruction each boy carries in his belt his ink and 
case and paper. 

After school there is a grand scramble for shoes. The first boy re- 
leased kicks over the pile to find his. A scene follows when forty or 
fifty boys are after the same thing at the same time. If a boy is hurt, 
he calls out, "Ya immer!" which means, "Oh, my mother!" 

This school boy of Syria is a droll-looking youngster. He wears 
red shoes or slippers turned up at the toes. When it is wet or muddy he 
does not want to soil them, so he wears a pair of kob-kobs — what we 
call stilts. These are only a few inches high and are fastened to a wood- 
en sole with straps to slip over the toes. They often slip, but without 
disastrous results to the boy. Down he comes on his nose, the kob- 
kobs go rattling over the stones. — Washington Evening Star. 


It was from the selfsame window that both boys looked out one day, 

And yet, when came their bedtime, I heard one laddie say: 

"Its been a horrid, horrid day— oh, so awful mean!" 

The other, "It's the nicest day I think I've ever seen!" 

Now why these laddies differed, you can tell me if you try — 

For one was Happy-spirit and the other Tearful-eye. 

— Adelbert F. Caldwell, in Our Little Ones. 


Who loves the trees best? 

"I," said the Spring. 
"Their leaves so beautiful 

To them I bring." 

Who loves the trees best? 

"I," Summer said. 
"I give them blossoms, 

White, yellow, red.' 


Who loves the trees best? 

"I," said the Fall. 
"I give luscious fruits. 

Bright tints to all." 

Who loves the trees best? 

"I love them best," 
Harsh Winter answered, 

"I g:ive them rest." — Selected 






I do not know anything since our old hide-and-seek days, says a 
writer, that has afforded me so muc'h solid fun as the good old game of 
**Ryming Words and Actions/' Whenever we went to visit a certain 
family of cousins we almost always played that game and we always 
had a splendid time. 

There ought to be ten players to make it interesting, and twenty 
or thirty are not too many. 

The best part of the game is that old and young enter into it with 
equal zest. Grandmother was clever at suggesting rhymes, father knew 
queer ways to act them out and Cousin Agnes could get fun out of any- 
thing or anybody. Everyone was interested, everyone was always ready 
to help. 

Two captains are chosen, and they cfhoose their sides, trying to 
make a fair division of old and young, skillful players and those less 

One party goes into an adjoining room, while the other party re- 
mains to select a word. When the word has been selected, the players 
who have remained call in the leader of the other side and tell him — not 
the word itself, but some other word that rhymes with it. For exam- 
ple, suppose the chosen word is "bat." The leader is told that it rhymes 
with "cat." He then retires and consults his party, and they try to guess 
it among themselves ; but instead of stating the word, they return and 
act it before the players of the other side. They, in turn, must guess 
tile word which is performed before them and name it. If the actors 
have fixed upon a wrong word they are sent back to select another and 
act it. This they continue to do until they hit upon the right one, when 
they change places with the other party, who have been sitting at ease 
and enjoying the pantomime played before them. 

The best words to choose are those which are easily rhymed. The 
harder they are to act, the more fun the game is for both parties. 

When you want a good time, a real jolly evening, try "Rhyming 
Words and Actions." 


Each child takes the name of something associated with a railroad. 
One relates a story. At the mention of rails, "Rails" must rise and 
extend his arms in front. At the mention of newsboy, "Newsboy" must 
call out his papers, and so on through the list of names chosen. Strict 
attention must be paid, and if one forgets his part, or hesitates when his 
name is called, he is put out of the game or made to pay a forfeit. 




This is the time to wash the feet 

Of weary ones and sad; 
To turn the bitter into sweet, 

And make the mourner glad. 

This is the time with loving care 

The troubled heart to soothe; 
The sore and crushing load to bear, 

And rugged paths to smooth. 

This is the time; while here below 

The privilege is given 
The love of Christ thy Lord to show 

To souls by anguish riven. 

In yonder Home of God above 

No sorrow e'er can be: 
What call for sympathizing love 

Where all from sin are free? 

Then seek by word and action kind 

To succor the oppressed; 
And tell of One who bids them find 

In Him their truest rest. 

How blest who thus in wisdom's ways 

Life's fleeting moments spend. 
And shed around their brightest rays. 

E'en to their journey's end. 

— T. Cawley. 


Uncle Tom, will you come and tell me a story? I cannot get to 

The tall young fellow passing Robert's door stopped, and then a voice 
floated up the stairway : "Do you think you would better tell him a 
story tonight, Tom? I'm afraid it will keep him awake longer." 

''*AIy story 'II be all right," Tom called back. "The little chaps 
lonesome. I'll promise it'll not hurt him." 

Robert settled down on his pillow with a contented little smile. It 
had been lonely to lie awake there in the dark, with only the flickering 
moonshine for company. 

"It was a warm, drowsy October day," began Uncle Tom, speak- 


ing in a soft, slow voice, "when a little boy named John Johnson came 
out of the cellar doorway of his home with a basket of potatoes. His 
mother had asked him to carry them to a poor old lady at the other 
end of the town. They were the very biggest potatoes you ever saw. 

" 'I wonder,' thought John Johnson, *how many there are here. I 
think I will count them,' and straightway he sat down under a tree, and 
turned his basket upside down, and then put the potatoes carefully back, 
counting slowly, 'One — two — three — four — five — six — seven — eight — 
nine — ^ten — eleven — twelve — thirteen — fourteen — fifteen,' and that was 
all, fifteen great, big potatoes. Then he picked up his basket, and 
trudged along. Pretty soon he thought, *It will be nearer to go across 
lots,' so he looked along the fence, to find a good place over which to 
climb. The fence was too high to lift the basket over and set it down 
on the other side, and there was no place big enough to put it through ; 
so up he climbed, basket and all. He rested his basket on the top for 
a minute, and then, all of a sudden, down it tumbled, and the potatoes 
were scattered all over the grass. John scrambled down after it as 
fast as he could, and picked up all Ihe potatoes he could find. When he 
could see no more anywhere he counted them, to make sure that he had 
them all. 'One — two — ^three — four — five — six — seven — eight — nine — 
ten — eleven — twelve — thirteen — fourteen — fifteen.' All were there, and 
Jolin went on. 

"He had lost so much time by his mishap that he started to run, 
but this time he stumbled his toe on a stone, down he went, and away 
rolled his potatoes in all directions. Again he picked them up and 

counted them. *One two three,' Uncle Tom's voice dragged 

along the slower and slower now, — 'four five six sev- 
en eight nine ten eleven twelve 

^thirteen fourteen fifteen.' " 

Uncle Tom stopped and listened. Robert was fast asleep. — Emma 
C. Dowd. 


Some time ago we read a little anecdote of I^ngfellow which il- 
lustrated his love for children. It seems that one little fellow in partic- 
ular was fond of spending his time in the great poet's library. One day 
after a long and patient perusal of the titles — to him great cumbersome 
works — that lined the shelves, the little chap walked up to Longfellow, 
and asked in a grieved sort of way, "Haven't you a *Jack the Giant 
Killer?'" Longfellow regretted to say in all his immense library he 
did not have a copy. The little chap looked at him in a pitying way and 
silently left the room. The next morning he walked in with a few 
pennies tightly clasped in his chubby first, and laying them down, told 
the poet that he could now buy a "Jack the Giant Killer" of his own. — 
Harper's Round Table. 



In the passing away of President John R. Winder the Primary As- 
sociations throughout tlie Church have lost a friend and an earnest 
worker for the ideals for which the organization stands. 

During the past six years President Winder has been closely asso- 
ciated with the progress of the work, always being present at important 
gatherings where he was pleased to represent the First Presidency of 
the Church. 

Some years ago, during one of the annual conventions, he promised 
the officers, that with the assistance of the Lord and his brethren he 
would see that suitable headquarters should be established for the Pri- 
mary Associations. The elegant rooms now occupied by the General 
Board in the Bishop's Building more than fulfill the promise which he 
made, and it is a source of comfort to know that he was able to be pres- 
ent at a little housewarming given by the Board when the rooms were 
ready for occupation. This little affair was held the week preceding 
the fatal illness of our esteemed President, and was probably one of the 
last times he was away from his home. The General Board miss 
Brother Winder and cannot help but mourn his loss, but, they rejoice 
at the completionof along, 
useful life, and that he 
goes to his rest crowned 
with the honor of good 
works accomplished, and 
the sure knowledge of an 
eternal inheritance with 
the faithfid who have pre- 
ceded him. 

The life of President 
John R. Winder on earth 
is completed, and its mes- 
sage to the children of the 
j Latter-day Saints is one 

I of hope, for out of many 

I difficuhies he rose to bet- 

! ter things with success 

and honor to himself and 
i his people. 

President Winder's 
wife is one of the mem- 
bers of the Board, Our 
hearts go out to her in 
love and sympathy, and in 
grateful appreciation for 
tile weeks of faithful, lov- 
MARIA B. WINDER. ing service which she gave 

to her beloved husband. 





The Annual Convention of the Primary Workers throughout the Church 
wijl be held in Salt Lake City, Utah, on Saturday and Sunday, June 4th 
and 5th, 1910. All Primary workers everywhere are earnestly invited to be 


The General Board of the Y. L. M. I. A. have been called to mourn the 
loss of one of their number. Sister Nellie Colebrook Taylor died April 2nd 
from hemmorrhage of the brain. She has been an earnest, faithful worker 
with the Young Ladies for many years. A lady, dignified and courteous, 
whose kindly words of encouragement have assisted and helped many of her 
friends, and whose memory will linger as the fragrance of beautiful flowers. 
The officers of the Primary Associations extend to its sister organization 
sincere sympathy for the bereavement which it is called by a wise Provi- 
dence to bear. 


For the careful consideration of some of our discouraged friends. 

The sculptor wrought on the marble white 

From early dawn till the shades of night 

Fell over the landscape far and wide, 

Then he looked at his work and sadly sighed, 

So poor and incomplete it seemed 

Beside the model of which he dreamed. 

But all his hopes were centered there — 

His days of toil, his nights of care; 

And now he thought with a throb of pain 

That all of his labor had been in vain; 

For none would' see in the work achieved 

The grand ideal his soul conceived. 

A prayer burst forth from his sorrowing breast: 

"O God," he cried, "I have done my best!" 

That night an angel, in mercy sent, 

Over that marble figure bent; 

.\nd as he worked the statue grew 

More beautiful and fair to view; 

For every stroke to form and face 

Added some new and subtle grace. 

The sculptor came in the early morn, 

With heavy heart and looks forlorn; 

But his eyes were dazzled, his brain distraught,. 

By the wonderful change the night had wrought; 

With rapturous joy his bosom swelled 

As the glorious image his eyes beheld; 

And there on the wall, just over his head. 


In letters of gold these words he read: 

"When the workman hath wrought the best he could, 

Whatever the work God makes it good." 


By Zina Y. Williams Card. 

(Note. This letter was written in the year l'884 by Sister Zina Y. Card, 
now an honored member of the General Board. The letter beautifully ex- 
presses the kindly spirit of the writer and predicts so much of the progress of 
the work now being accomplished in the Primary Associations, that The 
Children's Friend takes pleasure in giving its readers the opportunity of en- 
joying its contents.) 


It is with feelings of deep regret that I send this little circular to you in 
lieu of my own presence. It was for the express purpose of visiting the 
Primary Associations throughout the Stake that I left my work in the Logan 
Temple and came down to Provo. But since my stay my health has been so 
very poor, and I am not able to make the trip. However, let me say to you, 
companions, sisters and children, my heart goes out to you with all the 
warmth and affection that I am capable of bestowing. The pleasure of meet- 
ing with you and looking into your dear faces having been denied me, I have 
put a few of my thoughts and ideas, with some instructions for the little 
ones, in this form to send to you. 

Four years have passed away since you and I put on this Primary harness 
together, and four happy years of love, labor and watch-care they have 
proven to me. Nothing, be assured, but the stern call of duty to another field, 
would induce me to give up the great and responsible mission which was 
given me four years ago. And now, little children, let me speak to you and 
give you once more such counsel as God shall put into my heart for you. 

How often is it said to you, and oh, how gravely necessary it is that you 
should lay it close to your very heart — be truthful. Tell the truth; don't 
twist your story, but if papa or mamma asks you anything, tell the straight 
truth. No matter if you have done wrong or have been thoughtless, let your 
confession be such that you will not feel ashamed for angels to hear you; and 
they do hear you, remember that. Your fault will become a sin if you add 
the heavy burden of a lie to it. Oh, mj*^ dears, be upright, honest and truth- 
ful. All men err, but only good men truthfully confess their errors. Keep 
the door of your hearts and minds always open to welcome and retain the 
good counsel and instructions of those whose right it is to teach you. Lis- 
ten respectfully and try to carry put those instructions. Never speak ill of 
your little companions or associates. Do not repeat ill-natured stories of 
each other. Be one of whom it shall be said, he or she has a good word to 
say about everybody. Endeavor to improve your manners. Don't push, 
and stamp and shuffle in meeting, but restrain yourselves, and you will there- 
by begrfn to learn one of the most valuable lessons in life, viz. — self-control. 
Whenever you find that you are in possession of a fault or bad habit, resolve 
to crush it out. Now, dears, you may not be able to conquer in the first trial, 
nor the second or fifth time, but keep trying. That is the secret of reform. 
Keep trying. Every effort you make strengthens your characters that much, 
and, after many failures, if you will persist in your efforts, you will suc- 
ceed. Don't be selfish, but divide your good things with those around you; 
and, too, you must give up your own way to those you love if you wish to 
be really unselfish and noble. Lucifer was willing to save the world if only 
he would get the glory therefrom. Christ offered to save the beautiful world 
in which we live and give unto His Father all the honor and the glory. Let 


this be your aim, Christ your example. Be very prayerful, children, because 
without that you cannot have joy, peace, or help to overcome all these things 
of which I have spoken. God will hear and answer your prayer in the sim- 
plest thing as well as in the greatest. Let your faith in Him be grounded 
while you are young, and you are safe forever. You may be full of faults, 
but if you have faith, God can do anything for you or with you. Ask God for 
something small, and test His great goodness. Let prayer be your anchor, 
your companion, your comfort. 

And now, dear ones, don't foget Aunt Zina. She will ever fhink of you 
with the truest love and fondest wishes; and will you pray for me? I shall 
always remember you in my daily prayers. 

One word to the sisters, my fellow-workers and supporters. I am about 
to resign the position I have held so willingly and with so much of real 
heavenly joy, albeit mixed with pain and care. It is with tearful eyes that I 
repeat the always mournful word — farewell. You are forever dear to me, 
dearer than mere blood ties are, for are you not with me in Christ Jesus? 
Let me say one last word, not of reproof, but of loving admonition: Be al- 
ways sure to set good examples to the little ones, for your acts will train 
them with more force than words can ever do. Be patient with them. Don't 
find fault with them, but if they do wrong, suggest a better way to do in 
cheerful, affectionate words. Never tire the children. Your own experiences 
and reflections may be exceedingly interesting, but their place is in the Re- 
lief Societies, and have no place in the Primary Associations. Try and im- 
agine yourself a child, and say or do that which would have proved en- 
tertaining and pleasant to you when a child. Let your exercises of every 
kind and nature be varied, short and pleasing. No speaker should be allowed 
more than two minutes in which to talk to little children, unless exception- 
ally instructive. Intersperse your remarks with questions suitable to the 
children. Questions are better understood by the children and more appre- 
ciated if a word or two of explanation is added. Wh«n speaking on a princi- 
ple, always endeavor to illustrate it by some pleasing story. Jesus was wise 
in teaching by parables, for a principle told through a story will be of far 
more lasting benefit than when stated without any embellishment. And 
most important of all, let your minds be so prepared by humble prayer, 
prior to going before the children, that God's inspiration shall shine through 
everything you say. Let your eyes be ever fixed upon the great responsibil- 
ity resting upon your shoulders. 

Now that I reach the close, my heart yearns to express the love I feel 
for you all, and .were I there, I should wish to clasp every hand in a fond 
pressure and kiss every sweet childish face upraised to mine in innocent pur- 
ity. Goodbye, all, and may God, our Father, bless us all; even so, amen. 


A plump little girl and a thin little bird 

Were out in the meadow together. 
"How cold that poor little bird must be. 
Without any clothes like mine," said she, 

"Although it is sunshiny weather." 

"A nice little girl is that," said he; 

"But, oh, how cold she must be! For see, 

She hasn't a single feather!" 
So each shivered to think of the other poor thing. 

Although it was sunshiny weather. 

— M. Johnson. 


Memory Gem: 


First Grajoe. 

(Children four and five years of age.) 



"God sends His bright spring sun 
To melt the ice and snow, 

To start the green leaf buds, 
And make the flowers grow.' 


Review of Lesson Twenty. 

Use the memory gem from lesson twenty. If possible have flowers or 
pictures of them for the children to examine. Review the stories, "Grand- 
mother's Present" and "Their Fairy Neighbor." 

Singing, rest exercises or games. 

Development of Lesson Twenty-one. 

Take up the thought of the work on the farms and in the gardens. How 
the seeds are planted and what helps them to grow. 

In Poulsson's "Finger Plays" will be found the words, music and direc- 
tions for playing the following: 

In my little garden bed. 

Raked so nicely over, 
First the tiny seeds I sow, 

Then with soft earth cover. 

Shining down, the great round sun 

Smiles upon it often; 
Little raindrops, pattering down, 

Help the seeds to soften. 

Then the little plant awakes! 

Down the roots go creeping. 
Up it lifts its little head 

Through the brown mold peeping. 

High and higher still it grows 

Through the summer hours, 
Till some happy day the buds 

Open into flowers. 


If you have not a copy of this book, repeat the song with such motions 
as are indicated in the words. (However, it is recommended that every asso- 
ciation be supplied with at least one copy of "Finger Plays.") 

Encourage the children to have a, little garden of their own. Make sug- 
gestions about how to have a little spot that will not interfere with big peo- 
ple's gardens; how to dig, rake, plant, water, etc. 

Singing, rest exercises or games. 

Waking-up Time. 

"A waking-up time" is what one little girl calls the first spring days. 
Some of us who love the trees and the flowers and the butterflies can guess 
what she means by a "waking-up time," for everything that lives seems to 
say on bright sunny days, "Winter is over, summer is coming, and spring- 
time is here." There are so many things that wake up in the spring that it is 
hard to know just where to begin the story. And everything gets awake so 
slowly that you hardly know when winter ends and when springtime begins, 
even when you are watching every day. But whether you notice or not, the 
great springtime procession is beginning in March, sometimes sooner, ac- 
cording to how many chances the great warm sun has had to peep through 
the clouds at the sleeping trees and grasses and flowers. One day there is a 
queer drumming sound ringing through the woods, "Rub-a-dub, dub, dub, 
dub-b-b-b-b," and there is the downy woodpecker, striking away on a dry 
limb, chiseling out insects just as fast as he can. He is a real, wide-awake, to 
be sure, and a hard worker, for all day long he pounds away hunting for ants, 
and insect eggs and tiny tree "borers" of all kinds. At sunset he flies away 
to his chosen tree, bobbing his pretty head this way and that, to see that no 
enemies are near. When he thinks all is safe he enters his home head first 
and disappears. Sometimes if you watch closely you will see him peep out 
again for a good-night look about him before he goes to sleep. But Downy 
is not the only bird that is about. The phoebe, the red-winged blackbird, the 
song sparrow and the bluebird and robin, (or more familiar birds), are all 
busy as can be, gathering nest material and hunting for food with cheery 
chirps and calls one to another. If you could find a little chipmunk rolled up 
in his long winter's sleep you would say, just as a certain little boy did, that 
he is "too cute for words." He is still a bit lazy and looks more like a round 
fluffy ball of fur than a perk little squirrel. But soon after he gets out into 
the sunshine he will be quite his own frisky self again, and hungry as a bear, 
too. Down in the pond there is great joy as the sun gets warmer day by day. 
The toads paddle about in the shallow water, puffing out their throats with 
delight and croaking away at their spring-song of happiness. If you come 
too near and touch them they will sometimes "play dead^" rolling oyer on 
their backs, and stiffening their little legs in the funniest way imaginable. 
They will even hold their breath for a few seconds to prove to you that they 
are quite dead. But just let them alone, and they will "come to" very 
promptly and begin to sing quite lustily again with their comrades. The 
little tree frog adds his voice, also, to the spring chorus. He is often called 
the "spring peeper," for that very reason. Everywhere there is happiness 
because of the good gifts that are showered down upon the earth. "Tu-lce, 
tu-lee, tu-lero, tu-lee," carols Robin red-breast, for he knows as well as any 
little boy or girl, without even looking at the calendar, that the "time of the 
singing of birds is come." 

I know the song that the robin is singing. 
Out in the apple tree, where he is swinging. 
Brave little fellow! the skies may be dreary. 
Nothing cares he while his heart is so cheery. 

Memory Gem: 


Hark! how the music leaps out from his throat! 
Hark! was there ever so merry a note? 
Listen awhile and you'll hear what he's saying, 
Up in the apple tree swinging and swaying. 

"Dear little blossoms down under the snow, 
You must be weary of winter, I know; 
Hark, while I sing you a message of cheer! 
Summer is coming and springtime is here!" 

— Selected. 



If a string is in a knot. 

Patience will untie it: 
Patience can do many things; 

Did you ever try it ? 

Review of Lesson Twenty-one. 

Continue thought about making a garden; enthuse the little ones with 
the thought that they can work to make others happy. When the flowers 
grow they can be picked, made up into nice boquets and given to those we 
love, to friends, sick people like the lady we heard about one day. (See les- 
sons in March number.) Repeat memory gem and talk about how God helps 
to make everybody happy. 

Singing, rest exercises or games. 

Development of Lesson Twenty-two. 

Start your thought for this lesson by considering the seeds which are 
now growing, some of them lie in the ground all winter, some are planted 
early in the spring and if the children put seeds in the ground they must 
wait a long time before they will see the leaves and flowers. Connect with 
some of the activities in the home life, showing how necessary it is for little 
people to be patient. Bring in thought of fruit: sometimes we see it on the 
tree and we want it. What will green apples, etc., do to little children if they 
eat them? 

The bright warm sun will change the apple, etc. But we must wait. 
Mother cooks cake, pie, cookies, etc. Children want them as soon as they 
see them. But we should be patient and wait until meal-time, etc. 

Singing, rest exercises or games. 

The Land of Pretend. 

When little folics play with their dolls they live in the Land of Pretend. 
The Land of Pretend is a wonderful place. Not everybody can go there, for 
not everybody knows how to pretend. But you know how, don't you? 
Nearly every time little folks meet together some boy or girl says, "Let's 
pretend that we are kings and queens,'' or "Let's pretend wc are going on a 
trip round the world," or "Let's pretend we arc soldiers going to war," And 
in one minute these little folks are in the Land of Pretend where sofas are 
boats, and chairs are horses, and where dolls live and walk and talk. The 
game of Pretend is one of the happiest games in all the world, and nearly ' 
every boy and girl on the big round globe has played it. 

The little Katherine we tell about lives in the Land of Pretend most of 
the lime. Her dolls seem just as much alive to her as her merry friend^i 
among the boys and the girls. She talks to them and sews for them and 


treats them very much as her own mother treats her little daughter. And, 
by the way, Katharine's mother plays with the dolls almost as much as the 
little girl does, and she lives in the Land of Pretend, too. It is very lovely 
when your own mother plays with you sometimes, because mothers have the 
most wonderful way of thinking up new games and new things to pretend 
and new clothes for the dolls to wear. But one day Katherine's mother was 
so busy that she could not stop to pretend and play with the dolls. She was 
sewing and planning to go away for a trip on which Katherine was to go, 
too. Katherine was having trouble with a new dress for Hortense Louise, 
the big bisque doll. Her thread kept knotting, and everything seeme 1 to go 
wrong. But when she asked for help mother would say, *'Dear, I really can- 
not stop now to play with the dolls." 

At last Katherine said: "Well, mother, how would you feel if your lit- 
tle girl was going away on a winter trip and had nothing but summer clothes 
to wear? Wouldn't you be afraid she would catch her death of dampness?" 
And when mother looked at Katherine there were tears of real distress in 
her eyes. And, though she could not help laughing, she did what most 
mothers would have done. Maybe you can guess what that was. Any way, 
we will tell you this much, that Hortense Louise did not "catch her death 
of dampness" on that trip. Of that we are quite sure. Another time when 
Katherine was busy with her dolls, pretending all sorts of things, she said to 
her mother, "What would you do, mother, if your doll was bad all day long, 
and would not behave and wasn't sorry a bit?" Now, that's a pretty hard 
question even for mothers to answer, isn't it? Mother suggested several 
things. She asked if Hortense Louise had been sent to bed, for one thing, 
and Katherine said yes, but it hadn't done any good at all. And when mother 
looked at Hortense Louise sitting up straight in her little bed she saw that 
the doll certainly did not "look sorry a bit." 

"Well,'* said mother, "I think I'd just try to be sweet and patient a lit- 
tle while longer, and see how that does. Maybe Hortense Louise is just 
tired, and not naughty." Then mother forgot about Katherine and Hortense 
Loyise for a little while, because she really had other things to do besides 
play with little girls and their dolls. But the next day Katherine must have 
gotten out of bed the wrong way, for she was cross and fretful and not a bit 
like the sunny little girl of the day before. Finally mother remembered 
about the naughtiness of Hortense Louise, so she said, "Katherine, what 
would you do if you had a little girl who was bad all day and wouldn't be- 
have and wasn't sorry a bit?" 

A little smile showed itself at the corners of Katherine's mouth, but she 
said very seriously, "Well you might send her to bed." 

"I have tried that," said mother, "and it didn't do a bit of good." 

"Then," said Katherine, "I think I'd just try to be sweet and patient a 
little while longer, mother. That worked with Hortense Louise." 

Another little smile played about Katherine's mouth, and there was the 
merriest kind of a twinkle in mother's eyes. And the next minute two dear 
little arms were about mother's neck, and a sweet little voice was saying, ''I 
am good now, mother, and I am sorry, so there!" 

"When she is good, she is very, very good; 
And when she is bad she is horrid!" 

— Selected. 

Memory Gem: 


Good Nature. 

"Look for goodness, look for gladness. 
You will meet them all the while; 

If you bring a smiling face 

In the Kla>s you'll meet a smile." 


Review Lesson Twenty-two. 

Patience is a quality that usually needs to be cultivated in children. It 
is therefore suggested that the teacher will use as many as possible of the 
little incidents in the daily life of a child where patience is of value, such as 
getting dressed, washed, combed; wanting things in a hurry when other peo- 
ple are busy such as, a drink, something to eat, toys or other things which 
may be out of reach, etc. Use the memory gem on patience. Review story, 
"The Land of Pretend." 

Singing, rest exercises or games. 

Development of Lesson Twenty-three. 

Use memory gem and connect the thought in this lesson with that of pa- 
tience, showing how good nature will grow out of the exercise of patience. 
If possible have some pictures which will show the difference between good 
natured and cross or angry children. 

Singing, rest exercises or games. 

Story, "Abbie's Cure." 

"Did you ever see such a child?" asked Miss Martin, helplessly. 

"I never did?" said the doctor. 

They stood outside the door of Abbie's room. She had been ill for a 
long time, and it had been very hard for her, because all her life she had 
done as she pleased and had whatever she wanted. When she was ill she 
could not do as she pleased or have whatever she wanted, and that made her 
dreadfully cross. 

She fretted and scolded and fretted about everything. She cried when 
her tray came up, because she did not like what there was on it to eat, and 
then she cried again because she wanted what the rest of the family had for 
ainner and could not have it. She scolded because her friends did not come 
to see her, and when they came she scolded because they stayed too long. 
When it was time for her to take her medicine, she worried and cried until 
both the doctor and Miss Martin were quite worn out. It had gone on this 
way day after day, and it was no wonder that Miss Martin and the doctor 
agreed that they never before had seen such a child. 

"The real trouble with Abbie now is her disposition. I am afraid that 
unless we can find some help for that she never will get well," said the doc- 
tor, as he started downstairs. 

Miss Martin walked softly back into the room, and Abbie cried sharply: 
"I haven't any other disease the matter with me. I know I haven't. The 
doctor doesn't know." 

"The doctor didn't say you had any other disease,* 'said Miss Martin, 

"Yes, he did, just now I" insisted Abbie. 

Miss Martin thought a minute and then she smiled. "Do you mean 
what he said about your disposition?" she asked. 

Abbie nodded and wanted to know what her disposition was. 

"It is that which makes you merry and kind and happy, or cross and un- 
kind and unhappy," answered Miss Martin. 

"Oh!" said Abbie, and was quiet for a long time. At last she asked, 
**What will the doctor do to cure my disposition?" 

"The doctor can't cure it," answered Miss Martin. "Only God can do 
that, but we all can help God to do it. Shall we ask Him to, now?" 

Kneeling down beside the bed she said softly: "Dear Jesus, we thank 
thee for all the things that have been helping this little girl to grow better, 
and we ask Thee soon to make her strong and well. We ask Thee, too, to 


help cure that other disease that our earthly doctor cannot cure. Help her 
to be kind and loving and happy, for Jesus* sake. Amen. 

Medicine time came soon, and, for the first time in many days, Abbie 
swallowed the little tablet that Miss Martin brought to her, and Miss Martin 
looked so pleased that Abbie smiled a faint, tired little smile herself. 

**I guess God heard!" she said. 

"He always does," said Miss Martin. "All we need to do to have Him 
help cure sick bodies, or any other kind of sickness, is just to ask Him, and 
then help Him ourselves all that we can." 

After fhat, everybody wondered why Abbie was getting well so fast; 
but Abbie and Miss Martin knew the secret. — Elizabeth Donovan. 

Memory Gem: 



Do something for each other, 

Though small the help may be; 
There's comfort in little things. 

Far more than others see." 

Review Lesson Twenty-three: 

Let the children help you to re-tell the story, "Abbie's Cure." How was 
Abbie helped to be more patient? What do you say when you pray to the 
Lord? Do you ask the Lord to help you to be good? How unhappy we 
feel when we are not good. Review the thought in the three preceding les- 
sons to illustrate how goodness brings happiness, patience and good nature. 

Singing, rest exercises or games. 

Development of Lesson Twenty-four. 

Do you remember hearing a story about some one who was kind? Is 
there any picture in the room to help you think of the story we heard? (Be- 
fore the lesson place two or three pictures about the room. Let one of them 
be the one of Rebekah at the Well). Use the picture as suggested in the last 
lesson. Talk about the cross children and the good-natured ones. Relate 
the story of Rebekah at the well to illustrate how good-natured people do 
kind deeds for others. Who can find Rebekah in this picture? To whom was 
Rebekah kind? How was she kind to Eleizer? to the camels? 

Why did Rebekah give a drink to the camels? Can you think of any 
animal besides a camel that gets thirsty? Have you ever seen (name sev- 
eral animals which the children have enumerated) taking a drink of water? 
(Let them tell about their pets, or about animals they have seen drinking at 
fountains, or those they have seen in the country being watered and fed.) 
Do the animals you have told me about ever need food to eat as well as 
water to drink? What do they eat? How do they get their food? (Lead 
the children to use definite terms, and help them to think what the needs 
of the animals are and how they are met. Limit the talk to animals that need 
human care, as these will best help the children to understand the lesson.) 
Most animals, besides needing water to drink, food to eat, and a place in 
which to sleep, need some one to be kind to them and to take care of them, 
because they cannot take care of themselves. 

Story. "David and His Sheep." 

I have a story from the Bible to tell you today about some sheep that 
needed water to drink, food to eat, a place in which to sleep, and some one 
to take care of them. . >how a picture of sheep.) The name of the young 
man who took care of ihcm was David. David lov»^d his sheep, and not only 


took the best of care of them but was very, very kind to them, as I am sure 
you will think when the story is finished. The sheep liked tender green 
grass to eat, clear cold water to drink, and a quiet place in which to eat and 
drink and sleep. David knew what his sheep liked, and so each morning he 
led them to fields where the grass was green, where the water was clear, 
and where it was so quiet that they could eat and drink and rest as they 
liked to do. 

As sheep eat a great deal of grass it did not take them long to eat 
off the grass in the fields near their home, and when this happened David 
was obliged to lead them to fields that were farther away. Sometimes David 
led them so far away from home that for days they would be away off 
among the hills or near the mountains, where lived the bears and lions and 
other wild beasts that liked nothing better for their dinner than one of the 
young lambs that nibbled the green grass or played beside their mothers. 
David knew that the bears and lions liked to come stealing down from the 
hills and mountains to catch the young lambs, so he watched carefully to see 
that none of them came near his sheep. 

But one day, before David could stop it, there came a lion that took a 
lamb out from among his sheep and started away with it. David ran after 
the lion and struck it and took the lamb out of its mouth. The lion grew 
angry, and came toward David to hurt him; but David was not afraid, and he 
caugrht the lion and killed it, to save the little lamb. 

Would you like to know why it was that David was not afraid of the 
g^eat strong lion? David himself said that he was not afraid, because he 
knew God would take care of him and would make him strong to do right. 
It was right to take the best of care of the sheep and the lambs and to be 
kind to them, just as it is right to be kind to all animals. I wonder if you 
know why we should be kind to animals? — Selected. 

Second Grade. 

(Children six and seven years of age.) 

Subject for the Year — ^Thc Lord's Prayer. 

Topic for the Month of June— "Thy Will be Done in Earth as it is in 

Divisions : 

1. Obedience. 

2. Kindness. 

3. Love. 

4. Thoughtfulness. 



Aim — No principle is more noble, as there is none riiore holy, than that 
of a true obedience. — H. Giles. 

Result Desired — ^The feeling deepened that if we pray for blessings, we 
must also work to bring about the desired condition. 


The lessons for this month are based on the words in the Lord's Prayer, 
"Thy will be done in earth as it is in heaven." Jesus came and lived among 
the people to show them how to do the will of God on the earth. To de- 
velop this thought incidents from the life of Jesus will be given, also moral 
stories that will help to impress the thought in each lesson. 


The aim in the stories for this week is obedience. The teacher should 
have a little talk ready that will fit the members of the class on this point. 
Remember that the first story illustrates what Jesus did, that we should re- 
member about it when we say in our prayer, "Thy will be done on earth as 
it is in heaven," and make up our minds to be obedient to our parents and 
to the Lord. 

Story, "Jesus Walks on the Sea." 

Splash! splash! lapped the waves over the pebbly shore. The waves 
were little and they lapped to and fro gently. Evening time was drawing 
near, but the sky was clear. 

"Our little boat will cross quickly and safely to the other side of the sea 
tonight. The bright north star will guide us," the twelve disciples may have 
thought. Then they said good-by to Jesus. 

Jesus was tired and He needed to rest. He wished to speak to His 
heavenly Father in prayer. The thousands of people had gone to their homes. 
The little boat started on its way and Jesus was alone with the heavenly 

Evening came, but the north star was hidden in the black sky. The 
win.d whistled down from the mountains on the shore. It struck the waters 
and the waves rose in anger. They beat upon the boat and tossed it up and 
down and from side to side. The sail cracked. The men had to draw in 
their oars, for they were of no use. 

I suppose the twelve men said to one another: "H the Master were here 
he would help us. H the Master were on board we should be safe." 

They peered out over the dark waters. What was it that they saw? The 
strange sight made their pale faces look still whiter. They were afraid. 
What they saw looked like the form of a man walking on the storm waves. 

They looked again. The form came nearer. "Could it be the Master? 
Could it be Jesus?" thought the twelve men. 

They did not have to wonder long. It was Jesus. He had not forgot- 
ten His followers and had come to help them. 

Soon the voice called over the waters, "It is I; be not afraid." 

Peter called back and said, "Lord, if it be Thou, bid me come unto Thee 
on the water." Jesus said to Peter, "Come." 

Then Peter stepped over the side of the boat and began to walk upon 
the water to Jesus. Soon, however, he forgot to look at Jesus' face. He 
began to think of the danger. He began to think of the strength of the 
wind. He began to listen to the wild noise of the storm. 

As soon as Peter thought of all these things, as soon as he took his eyes 
from Jesus, he began to sink. 

When he could no longer stand upon the waters, he cried to Jesus, 
"Lord, save me." Then Jesus put out His hand and caught Him. But the 
Master said: "Peter, why did you doubt me? Why did you not believe me?" 

When Jesus entered the boat the winds ceased, the waves became gen- 
tle again and the storm was over. The twelve disciples were glad to have 
their Master with them. They came and worshiped him, saying, "Truly, we 
know, that thou art the Son of God." 

Sometimes the hard things which come to our lives seem like the storm 
waves on the Sea of Galilee. 

Jesus is near his people now as he was that night upon the stormy sea. 
He is ready to say to his people, "Be of good cheer; it is I; be not afraid.— 

Memory Gem: 

"Such goodness. Lord, and constant care, 

A child cannot repay. 
But may it be my daily prayer 

To love Thee and obey." 


Singing, rest exercises or games. 

Story, "An afternoon in Polly's Life." 

**Tell you an Indian story?" repeated grandmother, looking at the chil- 
dren who had comfortably settled themselves on the soft rug at her feet, be- 
fore the cheery fire in the grate. "Well, then, I think I shall have to tell you 
my own. One winter day a little girl was playing all alone before a blazing 
fire. The bright, dancing flame in the wide, old-fashioned fireplace was one 
of the prettiest things in the room, which was not at all like this. There 
were no soft couches, upholstered chairs, or rich carpet, only some braided 
mats on the bare floor, a settle beside the fireplace, a bed in one corner, a 
great chest in another, a few plain chairs, and a table. The walls were of 
mde logs, and the only pictures were a few newspaper prints that little Polly 
herself had pinned up. She did not think of the room as plain or bare; it was 
home, and it looked pleasant enough to her usually, but today she was lonely. 
Mother had been called away to visit a sick neighbor, and had said she would 
be back very soon; but it seemed to Polly that she had been gone a long, 
long time. Father was always busy outside in the daytime, and the house, 
with only one little girl in it, was very still and strangely empty. There 
were no new books for Polly to read — she never had owned but two or 
three in all her life — and she had few toys beyond her treasured rag doll. 
She went to the great chest in the corner and lifted the lid. It held some 
treasures mother had brought from the East. At the top was a large, gay 
shawl, quaint and old-fashioned even then, which the little girl was some- 
times allowed to use in her Mress-up' games. She took it out and wrapped 
it round her, but there really wasn't much fun in playing with it all alone. 

" *I wish Prudy Ann could see it,' said Polly to herself. 'I wish I'd 
asked mother to let me go and stay with Prudy Ann while she was away. I 
know she would if she'd expected to be gone so long.' 

"Prudy Ann was the little girl who lived at the next neighbor's, and 
though that was fully a mile and a half away it did not seem very far to 
Polly. She was so sure that her mother would have consented to her going 
that she did not see how it could make much difference now if she went 
without asking. She would wear the shawl so that her little friend could 
see it, and maybe she might meet mother by the way. Anyway, she wouKi 
be sure not to stay long. 

"It was thinking that she would go and come quickly that brought her 
into trouble. She-could have followed the open road and gon^ in safety; but 
when she came to the woods — 'the big woods," the people round there called 
it — she remembered that she had once gone through it with her father, and 
that he had called it a shorter way. 'I can follow the path,' said Polly, 
turning off from the road. But the path twisted in and out among the trees 
and bushes, and was often so thickly covered with fallen leaves that one 
scarcely could tell where it was. By and by, Polly had lost it altogether. 
She did not much mind that at first, not until she had walked so long that 
she thought she ought to have crossed the corner of woodland where the 
path ran, and be able to see the clearing on the other side. There was no 
open ground in sight, nothing but trees, trees, everywhere, and tltey began to 
look very tall and gloomy. Then from the gray sky overhead white flakes 
began to sift down through the bare branches. 

" 'Oh, I'm all lost, and there's a snowstorm coming!' cried the poor little 
girl, the tears running down her cold cheeks. 'What shall I do?' 

"There was only one thing to do, and that was to keep on trying, so 
Polly walked wearily on with the tress all the time growing thicker and the 
sky darker. At last she grew so tired that she dropped down beside a great 
tree to rest for a minute. She must have closed her eyes, for the first thing 
she knew there was a sound right beside her, 'Ugh!' 

"She looked up to see a young Indian standing over her, his bronze face 


looking out strange and wild from his coarse, black hair. Poor Polly had 
heard as many stories of Indians as you children have, only hers were more 
fearful, for they were of times and places near at hand. She was dreadfully 
frightened, and sat still when the young red man motioned her to rise. It 
was only for a minute^ for the heavy hand seized her arm and pulled her to 
her feet. *Oh, let me gol I want to go home!' sobbed the child, but the 
Indian answered only by signs and a word or two that she could not under- 
stand. But the motions that she was to follow him and about disobedience 
were 'only too plain. 

"Polly never will forget that journey while she lives, for it appeared 
endless; and indeed she scarcely wanted it to end, for she expected it would 
be in an Indian village, and that she would be kept as a captive, and cruelly 
treated if they allowed her to live. She shuddered and cried as she thought 
of it all, but the red man would not allow her to stop, and once or twice 
when she tried to slip away through the trees — for even being lost in the 
woods was not so terrible as being a prisoner among the Indians — he 
dragged her back, and made her follow. The darkness of the early night had 
fallen, and she could see little but the shadowy outlines of the form before 
her, while her feet were growing almost too tired to push forward, when the 
trees suddenly vanished and they came out into a clearing with the light of a 
cabin shining before them — the light of Polly's own home! 

"White Wing, for that was the young Indian's name, was the son of a 
great chief, who knew Polly's father. He had recognized her, though she 
scarcely could tell one Indian from another. All the words and gestures that 
she had taken for threats were really kind, and he was only showing her the 
way home. Her anxious father and mother were very grateful. After the 
chief's son was given his supper and loaded with gifts that he prized, he 
started away through the forest again, while little Polly looked around her 
cabin home, and thought it the dearest place in all the world." — Ruth Cady. 



Aim — The will of man is by his reason swayed. — Shakespeare. 
Result Desired — The belief strengthened that the Lord is always wise as 
well as kind. 


Review the stories from last lesson, emphasizing the fact that Peter was 
only in danger when he was afraid to do as Jesus commanded. The lesson 
for this week is based on the observance of the Sabbath Day. A little talk 
should be given that will encourage the children to feel that there are certain 
duties which belong to Sunday and that all who desire to help to bring about 
the happy days when Jesus will be with his people again must remember the 
Sabbath day to keep it holy. 

Story: "Two Sabbaths." 

The trumpets had sounded the evening before in the towns round the 
Sea of Galilee. The blowing; of the trumpet was a sign to the people that the 
hours of the Sabbath were beginning. 

All the food had been prepared. All the dishes had been washed. All 
the money girdles had been put away. It was right that all work which 
was not needed should be laid aside. This was the will of God the Father. 

But the Pharisees went much further. Sick people must wait for their 
medicine till the sounding of the trumpet again should tell that the Sab- 
bath hours were over. No broken bones could be set, for that was work. 

This was the Pharisees' way of keeping the Sababth day. They kept 


it in this hard way because they did not understand their heavenly Father's 
law. Jesus had come from heaven to tell them their mistake. He had come 
to tell them that the Sabbath day was one of God's good, gifts. It should 
be a day of rest and happiness, not a day of punishment. It w«s a day given 
to the people to think and talk of God, their Father, and do those things 
which would* please Him. 

Upon this Sabbath day Jesus and His disciples were going to church. 
Their way led through a grainfield. Some of the Pharisees were also walk- 
ing through the grainfield. 

Jesus* disciples were hungry. They gathered some of the grain. The}* 
rubbed the grain heads in their hands to seperate the husks from the ker- 
nels; then they ate. 

Solemn-faced Pharisees watched them. These men said among them- 
selves: "Now we have caught Jesus and His followers. He is a Sabbath 
breaker. His disciples have worked upon the Sababth day. They have 
rubbed the grain between their fingers. They are Sabbath breakers. They 
have broken one of the laws." Then they were glad, for thy hated Jesus. 

They came before Jesus, saying, "Behold, thy disciples do that which is 
not lawful upon the Sabbath day." 

Tesus then told how God, the Father, really wished them to keep the 
Sabbath day. God did not forbid the doing of what was needful. But the 
Pharisees did not want to change their ways of keeping the laws, and they 
hated Jesus with still greater hatred. 

Another Sabbath day Jesus again taught how God would have them keep 
His day. 

Jesus went into the synagogue and saw there a man with a withered* 

The Pharisees came before Jesus and said, "Is it lawful to heal on the 
Sabbath?" They wished to prove that he was a Sabbath breaker and put a 
stop to nis teaching. 

Jesus answered: "If a man's sheep should fall into a pit would he not 
lift it out? Of how much more value is a man than a sheep! It is lawful to 
do good on the Sabbath." Then Jesus said to the man, "Stretch forth thine 
hand."- The man stretched forth his hand and it was whole and strong as 
the othj^r. — Selected. 

Memory Gem: 

"Be kind and be gentle to those who are old, 
For kindness is dearer and better than gold." 

Singing, rest exercises or games. 

Story, "A Little Errand for Whom?" 

Helen stood on the doorstep with a very tiny basket in her hand, when 
her father drove up to her and said: "I am glad you are all ready to go out, 
dear. I came to take you to Mrs. Lee's park to see the new deer." 

"Oh, thank you, papa; but I can't go just this time. The deer will keep, 
and we will go tomorrow. I have a very particular errand to do now," said 
the* little girl. 

"What is it, dear?" asked the father. 

"Oh, it is to carry this somewhere," and she held up the small basket. 

Her father smiled and asked: "Who is this errand for, dear?" 

"For my own self, papa, but — Oh, no, I guess not — it's a little errand for 

God. papa.' 

"Well, I will not hinder you, my little dear," said the good father, ten- 
derly. "Can I help you any?" 

"No. sir. I was going to carry my orange, that I saved from my dessert, 

to old Peter." 


"Is old Peter sick?" 

"No, I hope not, but he never has anything nice, and he's good and 
thankful. Big folks give him only cold meat and broken bread, and I thought 
an orange would look so beautiful and make him so happy! Don't you think 
that poor well folks ought to be comforted some times as well as poor sick 
folks, papa?" 

"Yes; and I think we too often foff'et them until sickness or starvation 
comes. You are right; this is a little errand for God. Gtt into this buggy 
and I will drive you to Peter's and wait till you have done the errand, and 
then show you the deer. Have you a pin, Helen?" 

"Yes, papa, here is one." 

"Well, here is a dollar bill for you to fix on the skin of the roange. This 
will pay old Peter's rent for four weeks, and perhaps this will be a little 
errand for God, too," said the gentleman. 

Little Helen, who had taught a wise man a wise lesson, looked very 
pleased as her fingers fixed the bill on the orange. — Domestic Journal. 



Review last lesson. Prepare short talk to help the children to under- 
stand that we must do as Jesus did if we wish truly that "the will of God 
shall be done in earth as it is done in heaven." 

Story, "Jesus, the Good Shepherd." 

Men called Pharisees crowded about Jesus. These men had seen or had 
heard that He had helped a blind man that day. He had touched the blind 
man's eyes with clay and had given him power to see. 

The Pharisees wondered why Jesus cared for a poor blind beggar. 
They themselves did not care whether or not beggars could see. They cared 
about wearing fine clothes, gaining riches and being called great. 

The Pharisees cared so much about being called great that thty were 
jealous of Jesus. They did not want him to do what they could not. They 
did not want him to make the blind to see. They did not want him to love 
and help people. They feared that people would say Jesus was greater than 
they were. They cried, "Why does Jesus do these things?" 

In answer Jesus turned to the Pharisees and said: "I am the good 
shepherd: the good shepherd layeth down his life for the sheep." 

Jesus wished the Pharisees to understand what he meant. A part of 
what Jesus meant was that he helped people because He loved them. 

In the country where Jesus lived when he lived upon earth there are 
many shepherds. There are many shepherds for there are many sheep. 
Sheep are not very brave. Every strange noise makes them afraid. They 
are not very wise. They cannot easily find their way from place to place. 
They cannot keep themselves from harm. They need a shepherd. 

Because sheep cannot take care of themselves shepherds watch their 
sheep and take care of them all day. They give each sheep a name and call 
each one by its name. Again and again we may hear shepherds calling their 
sheep in ways like this: 

"Ho, Curly-horn; Ho, Swift-foot, leave the tree, 
And the pasture eastward where ye Bald-head see." 

When night time comes the shepherds call their sheep and lead them home 
to the fold. 

Often and often as the sheep follow their shepherd danger comes swiftly- 



upon them. Sometimes robbers leap out from behind rocks to steal a sheep. 
Sometimes wolves and other wild animals try to carry off a little lamb. 

No matter how great the danger to himself, a good shepherd will take 
care of his sheep. He will drive away the robber or the wolf.' He will do it 
no matter if he himself is hurt and is made to die. He will do it because 
the sheep and lamb are his and he loves them. 

The Pharisees knew what good shepherds do for their sheep and why 
they do it. Jesus knew that the Pharisees knew and said to them: "I am the 
good shepherd: the good shepherd layeth down his life for the sheep." 

It was just the same as saying: "I love the people of the earth more 
than shepherds love their sheep. I help the people of the earth because 
I love them. I love them so much that I have come not only to help but 
also to lay down my life for them." 

Thus did Jesus teach that He loves everyone in all the wide, wide world 
and is our good Shepherd. — Selected. 

Memory Gem: 

"The good shepherd layeth down his life for his sheep." 

Singing, rest exercises and games. 

Story: "Sister and Her Brother.' 

It was a beautiful afternoon in May. Virginia had come home from 
school eager to get out-of-doors and into the woods. 

"Will you take Lawrence?" mother asked, as Virginia was putting on 
her hat and getting 'her basket. 

"Yes, mother," Virginia answered, "but he always keeps me busy look- 
ing after him." 

So Lawrence had to have a basket, too. 

The children lived almost at the edge of the town, and just beyond the 
limits was a stretch of lovely woodland, where boys and girls went flower 
hunting. Today Virginia wanted wood violets to take to school the next 
day for the teacher's desk. So she started out with her basket on one arm 
and Lawrence clinging to her free hand. Lawrence was only five years old 
and Virginia was eleven. 

When they got into the woodland Virginia hunted out the places where 
the violets grew and was soon busily gathering them. Lawrence ran about 
with his basket, and Virginia looked up just in time to see him putting to 
his mouth a poisonous May apple. 

"Brother," she cried, "don't taste it. It will hurt you." Quick as a flash 
Lawrence dropped tne apple. Then Virginia showed him where there were 
otheVs just like it, and warned him not to eat them. Later she discovered 
him poking into a hole in the ground with a stick. She ran to him and 
pulled him quickly away. 

"Brother," she cried, "that is the door to a snake's home and you mustn't 
poke in with a stick and make him come out. He might be angry and bite 

Many times during the afternoon Virginia had to get Lawrence away 
from dangerous places and tell him why he must let things alone. 

That night, just before she went to bed. she was talking it all over 
with mother. "I just had to watch him all the time, mother, to keep him out 
of mischief. It seems to me he always did the things that would hurt him 
if somebody didn't stop him." 

Then mother said: "Aren't you glad, dear, that you knew how to keep 
little brother from hurting himself? Aren't you glad that he loves you so 
well that he wants to be with you? Doesn't it make you happy to see him 
so willing to listen and do as you advise him to do? Just think, my child. 


.vnat it will mean, as he grows into a big boy, to have a sister to look to 
for advice and help. Of course, you will always want to help him to be a 
good, strong boy and keep away from the things that will harm him." 

Virginia thought it over after she went to bed that night. Yes, she cer- 
tainly did want to help Lawrence to be a good boy, and she was going to 
try to do the things herself that it would be right for Lawrence to do, for 
she knew he would follow her example. 

When mother went into the nursery to tell Lawrence good-night, he 
was still wide awake. 

"Did you have a happy time in the woods, little son?" she asked, as she 
btroked his hair gently. 

"Yes, mother," he said, "but I should have eaten an apple that would 
have made me sick, and been bitten by a snake when I was poking into his 
hole with a stick, if sister hadn't kept rat from these things." 

"How glad I am that my little boy has a sister who loves him so truly 
that she watches over him when I am not here," mother said. "I always 
feel safe about you when Virginia is near." 

(Perhaps your name and the name of your brother or sister would fit 
in this story just as well as the names I have given. But only you can tell 
that.) — Selected. 



Aim — Life is made up, not of great sacrifices or duties, but of little 
things, in which smiles, and kindnesses, and small obligations, given habitu- 
ally, are what win and preserve the heart and secure comfort. — Sir H. Davy. 
Result Desired — A desire on the part of the children to be helpful and 
kind. To have some ideals of life toward which they will aim. 


Study the quotation given as the aim for this lesson. Read and think 
about the example which our Savior set, of kind, loving thoughtfulness for 
others. With this spirit and point of view prepare a little talk for the chil- 
dren on what you would believe to be the will of our Father in heaven and 
how nearly we can approach it here. Use the Lord's prayer and empha- 
size what we mean when we say, "Thy will be done in earth as it is in 

Story: "The Multitudes Fed." 

One day in the springtime long ago, a little boat sped over the waters 
of the Sea of Galilee. The people upon the shore saw the boat. They knew 
that Jesus and his friends sailed in it and that they were going to the other 
side of the sea.. 

When the people saw the ship sailing away from them they hurried 
along the shore on foot to the place where Jesus was going. They hurried 
with such speed that they reached there before the boat had landed. Jesus 
looked at the people who had come to Him and He loved them. He healed 
those who were sick and taught them many things. 

Hundreds and hundreds of people had followed Jesus. I think you could 
not count the number, for there were five thousand not counting the women 
and children. 

In and out among the people a little boy had passed. He had brought 
with him five loaves of barley bread. The loaves were something like flat 
crackers. They were not very large. Besides the five loaves he had two 
little fishes. I think his mother may have made this little lunch for her 
boy when he started from home. He was the only one in all that company 
who had brought anything to eat. 


When evening drew near the disciples said to Jesus, "Send the people 
away, that they may go into the towns and get something to eat." 

One of the disciples said, "There is a lad here, which hath five barley 
loaves, and two small fishes: but what are they among so many?" 

Jesus said, "Make the men sit down," and they sat down in groups upon 
the soft, green grass. 

The little boy gave the five loaves and two fishes to Jesus. After Jesus 
had thanked the heavenly Father for the food He broke the bread and the 
fishes and gave to the disciples to give to the people. 

After the people had eaten till they were hungry no more, twelve baskets 
were gathered of what was left. 

One day Jesus went up into the mountain and sat down there. It was 
not long before four thousand people had gathered about Him besides 
women and children. Jesus did as He had done many times before. He 
healed the sick. He made the lame to walk and opened the eyes of the 

For three days the people had been with Jesus and they had nothing to 
cat. Jesus said to His disciples: "I have pity for the people. They are 
hungry. I will not send them away lest they faint on the way." 

The disciples said, "Master, how can we feed this great multitude?" 

Jesus asked, "How many loaves have ye?" 

They said, "Seven, and a few little fishes." 

Jesus told the people to sit down on the ground. Then He took the 
seven loaves and the fishes and gave thanks to God. He broke the food 
and gave to the disciples to give to the people. All the hungry people ate 
and they gathered seven baskets of what was left. 

Jesus loved His people and was glad to feed them. He also wished to 
help them understand a beautiful thought. The thought is: Jesus* love is 
like the loaves of bread with which He fed the people. There was enough 
that day, there is enough now, and there will always be enough. 

Memory Gem: 

"God is love." 

Singing, rest exercises or games. 

Story: "A Day in the Woods." 

"I went in to see Eunice Bell this afternoon," said Abbie Leeds at the 
supper table one evening. 

"How is she now?" inquired Mrs. Leeds, with interest. 

"She is gaining very slowly," Abbie replied. "She looks so thin and 
pale it makes my heart ache." 

"Eunice needs a change," Mrs. Leeds said. "Perhaps we can plan some- 
thing nice for her." 

"You can, I know, mamma!" cried little Bertha. "You arc so good at 
thinking up nice things for folks. Do try!" 

**Well— let me see. O, I have it! The wild grapes are ripe. We will 
go after some, and take Eunice with us. A day in the woods will do her 
good and we will all enjoy it." 

"Yes, indeed!" Abbie exclaimed. "That will be something nice for us all. 
Why not go tomorrow? It will be Saturday, you know." 

"O yes; do let us go tomorrow!" Bertha chimed in. Can't we, please, 


"Why, I think so, if it is a pleasant day. But if we .are going, we must 
be up early. There will be a good deal to do before we start." 

"I'll get up before daylight," said Abbie, with enthusiasm. 

"So will I," agreed Bertha. 

"Very well," laughed their mother. "I will help you keep your promise, 
if I wake up in time, myself." 

Bertha awoke first the next morning, and promptly roused the rest of 


the family. When breakfast was over she hurried off to ask Mrs. Bell and 
Eunice to go with them. 

The invitation having been gratefully accepted, she ran home again and 
worked as busily as the older ones — washing dishes, dusting, and so on. 

By ten o'clock the party was off for the woods in the light wagon, drawn 
by Dick, the good old family horse. The vehicle held also a liberal supply 
of bags and pails, and one of the pails — a big one — was filled with a nice, 
substantial lunch. 

It was a perfect fall day, and every one was in excellent spirits, but little 
Eunice Bell was gayest of all. Mrs. Bell, too, was very happy, on her own 
account in part, but more because of her daughter's enjoyment. 

"This will do the dear child a world of good," she said to Mrs. Leeds. 
"I am so glad you thought of it.. If there were more people who thought as 
much of other folk's pleasure as you do, life would- be very different." 

A delightful drive of an hour over pleasant country roads brought them 
to the woods where they found the grapes plentiful and unusually fine. 
Many of the best ones were to be had only by climbing the trees over which 
the vines clambered luxuriantly, but this only added to the fun for Abbie, 
who could clirhb as nimbly as a boy. 

/vt noon lunch was eaten in a charming little arbor formed by the trees 
and vines. Then the company took a good long rest. After the bags and 
pails were all full there was still time for a ramble through the woods; then 
Dick was harnessed up again and they started on the homeward drive. 

There were tears in Eunice's eyes when she bade her friends good-bye. 

"I've had such a dear, lovely time," she said. "I don't know how to 
thank you enough for it." 

"Then don't try," Abbie laughed. "You needn't thank us. We've had all 
the better time because you went with us." 

"Indeed we have," Mrs. Leeds added, heartily. 
Of course we have," Bertha said, giving Eunice a loving hug. 
That may be," said Mrs. Bell, "but we are both very grateful just the 

"And you are more than welcome," Mrs. Leeds replied. 

"Now we will see whose grape jelly will be the nicest," Abbie said, 
picking up the reins and clucking to Dick, who jogged off towards home 
very willingly. — Carrie A. Parker. 

Third Grade. 

(Children eight and nine years of age.) 

Subject for the Year — ^Thc Ten Commandments. 
Topic for the Month of June-^Fathers. 
Divisions : 

1. Abraham. 

2. Joseph. 

3. David. 

4. Good Fathers. 



Aim — The voice of parents is the voice of gods, for to their children 
they are heaven's lieutenants. — Shakespeare. 

Result Desired — An increased understanding of the value of obedienct 
to commandments. 


Development of Lesson Twenty-one. 

It is suggested that the teacher read carefully the lessons given on the 
fifth commandment in volume eight of The Children's Friend. Septembei 
number, page 376. 

Recite the fifth commandment. 

Relate the following incidents from the life of Abraham to illustrate the 
aim of the lesson, and to show that Abraham was a great man, very wise 
and just, and full of faith in God. Tell about his long life and how his de- 
scendants are still known as the children of Abraham. 

The separation of Abraham and Lot, the division of the land: Genesis 
13th chapter. Asked to sacrifice his son Isaac: Genesis 22nd chapter. 

Memory Gem: 

"Whoso keepeth the law is a wise child." 

Story: ''The Gold in the Orchard." 

There was once a farmer who had a fine olive orchard- He was very 
industrious, and the farm always prospered under his care. But he knew 
that his three sons despised the farm work, and were eager to make wealth 
fast, through adventure. 

When the farmer was old, and felt that his time had come to die, he 
called the three sons to him, and said, "My sons, there is a pot of gold 
hidden in the olive orchard. Dig for it. if you wish it." 

The sons tried to get him to tell them in what part of the orchard the 
gold was hidden; but he would tell them nothing more. 

After the farmer was dead, the sons went to work to find the pot of 
gold; since they did not know where the hiding-place was, they agreed to 
begin in a line, at one end of the orchard, and to dig until one of them 
should find the money. 

They dug until they had turned up the soil from one end of the or- 
chard to the other, round the tree-roots and between them. But no pot of 
gold was to be found. It seemed as if some one must have stolen it, or as 
if the farmer had been v/andering in his wits. The three sons were bitterly 
disappointed to have all their work for nothing. 

The next olive season, the olive trees in the orchard bore more fruit 
than they had ever given; the fine cultivating they had had from the digging 
brought so much fruit, and of so fine a quality^ that when it was sold it 
gave the sons a whole pot of gold! 

And when they saw how much money had come from the orchard, they 
suddenly understood what the wise father had meant when he said, "There 
is gold hidden in the orchard; dig for it." — Selected. 

Story:. "Good and Bad Apples." 

Robert Hall was a bright and interesting little boy. He was the young- 
est of fourteen children. Hi^ parents loved him very much; for he was 
merry, and frank, and truthful, and affectionate, and industrious. 

But one day, Robert's kind and considerate father saw him playing 
with some boys who were rude and wicked. He had seen, for some time, a 
change for the worse in his son, and now he knew the cause. He was 
very sorry, but he said nothing to Robert at the time. 

In the evening his father brought from the garret six beautiful, rosy- 
cheeked apples, put them on a plate and presented them to Robert. The 
.son was much pleased at his father's kindness, and thanked him. 

"My son, you must lay the apples aside for a few days, that they may 
become mellow, said the father. And Robert cheerfully placed the plate. 
with the apples on it, in his mother's storeroom. 

But just then, his father asked him to bring back the fruit, laid on the 
plate with the others a seventh apple, which was quite decayed, and de- 
sired him to allow it to remain there. 



^But father," sa»d Robert, "the decayed apple will spoil all the others." 
'Are you quite sure, my son? Why should not the six fresh apples 
rather make the bad one fresh?" And with these words, he requested Rob- 
•ert to return the apples to the storeroom. 

Eight days afterward, he asked his son to open the door and take out 
the apples. But what a sight presented itself! The six apples, which had 
l)een so sound and smooth, were rotten, and spread a disagreeable smell 
through the room. 

"O, papa," cried Robert, it is too bad! Did I not tell you that the de- 
cayed apple would spoil the good ones?" 

"My beloved son," said the father, "have I not told you often that the 
-company of bad children will make you bad? Why do you not listen to me? 
I want you to learn a lesson from these apples. Assuredly if you keep 
company with wicked boys, you will soon be like them 

Robert did not forget this lesson. When any of his former, wicked 
playfellows asked him to join in their sports, he thought of the decayed 
apples, and was thus enabled to resist the temptation. 

He became a great, good, learned and useful man. Though he suffered 
most remarkably from disease for more than twenty years, he lived until 
he was aged, and died a childlike, humble, and Godly man. — Selected. 



Aim — My son despise not thou the chastening of the Lord, nor faint 
when thou art rebuked of Him: for whom the Lord loveth He chasteneth — 
Hebrews 12: 5-6. 

Result Desired — That the children will see the necessity for parental 
control and submit to proper authority with understanding and appreciation. 

Development -of Lesson Twenty-two : 

Review the last lesson and emphasize the thought of Abraham's obedi- 
ence and faithfulness and how the Lord rewarded him for his good works. 

Consider carefully the aim given for this lesson and with the thought 
well in mind relate instances from the life of Joseph which illustrate the 
aim, and how through obedience to his father he became the benefactor of 
his people. Genesis, chapters- 37, 39, and 50. 

Recite the fifth commandment. 

Memory Gem: l 

"The Lord says: Keep my commandments and live." 

Story: "The Crooked Tree." 

Ralph Brown had very kind parents, who aimed to set him a good ex- 
ample. They tried to instruct their little son according to God's word. 

Instead, however, of profiting by the lessons he received, he often 
caused his parents much unhappiness by his naughty conduct. He was idle 
and disobedient, did not always speak the truth, and several times took what 
was not his own. 

His father was very anxious to impress on his mind the danger of form- 
ing sinful habits, which would grow with his growth, and strengthen with 
his strength, until they would bind him, as with iron chains. At last he 
thought of a plan by which he hoped to teach his son this importatit lesson. 

In the orchard, not far from Mr. Brown's house, there was a young 


tree, so very crooked, that he had more than once determined to cut it down. 
Close by were some young trees, which were remarkable for their straight 
and beautiful appearance. 

Mr. Brown directed his men to take an ax, with some stakes and ropes^ 
and go down into the orchard, to see if they could not straighten the 
crooked tree. He told Peter, the gardener, to go down at the same time, 
and put some more fastenings upon the pear trees. His object in all this 
was to teach Ralph a lesson. 

After they had been gone a short time, Mr. Brown saw Ralph running 
from the barn to the house, and he called to him — "Come, Ralph, my boy, 
let us go down to the orchard, and see how Peter and the men get on with 
their work: we shall have time enough before school begins." 

When they arrived at the orchard, they first saw Peter tying cords 
around the pear trees, and fastening them to the stakes, which were driven 
into the ground by the side of the trees. It seems that when they were 
little trees, they were fastened in this way near the ground, to keep them 

As the trees grew up they were fastened in the same way, higher and 
higher, till, by and by, they were strong and firm enough to need no such 
stay. Some of them were so much inclined to grow crooked, that they had 
to put three stakes down, and fasten them on all sides; but by beginning 
early, and keeping a constant watch, even these were kept straight. 

"These pear trees seem to be doing well, sir/* said Peter; "we have 
to train them up pretty close to the stakes; for it is the only way. They 
must be taken near the ground, when a bit of twine will hold them, and 
followed up till they are safe. 

They went on a little further, and there were the men at work on the 
crooked tree. They had a long stake on this side, and a short one on that; 
here a rope, and there another; but all to no purpose. Indeed, they were 
surprised to think that Mr. Brown should send them to do such a piece of 

When Ralph and his father came to the crooked tree, one of the men 
was just saying to the other, "It will never do: you can't straighten it, and 
so you may as well let it alone." 

"Ah!" said Mr. Brown, "do you give it up? Can't you brace it up on 
one side, and then on the other?" 

**Oh, no, sir." said one of the men, "it is too late to make anything of 
it. All the rigging of the navy could not make that tree straight." 

"I see it," said Mr. Brown, "and yet a bit of twine, applied in season. 
would have made it as straight as the pear trees. Well, men, go to your 

"I did not expect them to do anything with that tree, my son," said 
Mr. Brown, turning to his little boy, "but I wanted to teach you a lesson. 
"You are now a little twig. Your mother and I want you to become a 
straight, tall, and useful tree. Our commands and prohibitions are the little 
cords of twine that we tie around you to gird you up. 

"Prisons and penitentiaries are the ropes and chains upon crooked trees. 
which were not guided wisely when they were twigs. We see that you are 
disposed to grow crooked. If you are not kept straight now, vou certainly 
will not be likely to grow straight by and by. If you form evil habits now. 
they will become stronger and stronger, till nothing can break them. 

"If, while you are a green and tender sprout, we can not guide you, wc 
surely can not expect to do it when you become a strong and sturdy tree. 
But if wc do all we can to guide you in the right way now, we may hope 
for God's blessing upon our labors, and that He will keep you from the evil 
that is in the world, and make vou a wise, useful, and happy man." — Selected. 




Aim — From obedience and submission spring all other virtiies. — Mon- 

Result Desired — A greater love developed in the hearts of the children 
for wise parents. 

Development of Lesson Twenty-three: 

Recitation of the fifth commandment. Review main points in the life 
of Joseph as told last week. Continue the thought bv relating from the life 
of David such incidents as illustrate the value of obedience to parents. Tell 
how Saul the king sent to David's father and asked that his son be sent to 
him to play on the harp, etc. I Samuel, 16th chapter. David's return to his 
father; being sent with supplies to his brothers; courage in fighing Goliath. 
I Samuel, 17th chapter. 

Memory Gem: 

Turn not aside frpm following the Lord, but serve the Lord with all 
your heart. I Samuel, 12: 20. 

Story: 'The Twelfth Birthday." 


Carl kept his twelfth birthday, in the early autumn. His parents had 
given him many handsome presents, and let him invite a number of hi$ 
friends to visit him. 

They played together in the garden, in a corner of which Carl had a little 
garden of his own, planted with flowers and fruit trees. A few young peach 
trees stood by the garden wall, bearing their first fruit. The peaches were 
just beginning to ripen, and their ruddy sides shone already through the 
down which covered them. 

Carl said: "My father. has forbiden me to touch these peaches. They 
are the first fruit of the young trees; besides, I have my own garden filled 
with fruit. Let us go: the sight is too tempting." 

The boys then said: "What is there to hinder you from tasting them? 
You are the master of the garden today. Is it not your birthday, and arc 
you not another yejr older? 

"You would not always be a child, would you, and be kept in leading 
strings? Only come into our gardens! There is no one there to prevent 
lis." Thus spake the boys. 

But Carl said: "Ah, no! come with me; for my father has forbidden it." 
Then the boys answered: "Your father does not see it; how will he find it 
out? and if he asks, you can sav you know nothing about it." 

"Fie!" answered he. "then I must lie, and the blush of shame upon my 
cheeks would soon betray me." 

"Then the eldest boy said: "Carl is right. Listen! I have another 
plan. Look, Carl, we will pluck them, and then you can declare that it was 
not you who did it." Carl and the other boys agreed to this, and they plucked 
the fruit and ate it. 

Now, when twilight came, the children went to their homes. But Carl 
still remained in the garden; for he feared to look his father in the face. 
And when he heard the door of the house opened, he started and was afraid 
in the gloomy twilight. 

Then his father came, and when Carl head his step he ran quickly to 
the other side, where his own garden lay. But his father went and saw 
liow the young trees had been stripped of their fruit; and he called to him: 


**Carl, my son, where art thou?" And when the boy heard his name, he was 
affrighted still more and trembled. 

But his father came to him and said: *'I§ this the way thou dost keep 
thy birthday? Is this the way to thank me? to strip my young trees of 
their first fruit?" 

The son answered and said: "I have not touched the trees, father! 
Perhaps one of the boys did it." 


Carl's father then led him into the house and placed him so that the 
ItRrht shone upon his face, anu said to him: "How! Wilt thou still deceive 
thy father?" 

Then the boy grew pale and trembled, and confessed all to his father, 
with tears and supplications. 

But his father said: ''Henceforth the garden shall be locked against 
thee." With these words his father turned from him. 

But Carl could not sleep during the whole night; he was afraid of the 
darkness: he heard the beating of his heart, and when he fell into a slight 
slumber, he was startled out of it by dreams. It was the most unhappy night 
of his life. 

On the next day he looked pale and sad, and his mother pitied the boy. 
Therefore she said to his father: **See Carl mourns, and is very sad, and 
the locked garden is an emblem to him of his father's heart, which is closed 
against him." 

The father answered: "It is right that he should mourn, and it is for 
this reason that I have locked the garden." 

"Alas!" said the mother, "why should he begin a new year of his life 
so sadly?" 

"That it may be a happy year to him," answered the father. 
After some days the mother spoke again to the father: "Alas! I fear 
Carl may doubt our love!" 

"No," replied the father, "his conscience will teach him otherwise. He 
has enjoyed our love always until now. Let him learn to value it, that 
he may strive to gain it anew." 

"But will it not appear to him in too serious a guise?" said the mother. 
"Yes, in truth," answered the father, "in the guise of justice and of 
wisdom. But thus, in the full knowledge of his guilt he will learn to honor 
and revere it It will then, in time, appear to him in its true shape, and 
he will without fear call it love again: his present grief assures me that he 
will do this." 

Some days had passed again, when Carl came one mornins: from his 
chamber with a calm and cheerful face. He had laid all the gifts which he 
had received from his parents together in a basket, and now brought it and 
placed it before his father and mother. 

The father said: "What wouldst thou, my son?" And the boy said: 
"I am not worthy of the gifts and love of my parents: therefore I restore 
the gifts which I have not deserved. But my heart tells me that I shall 
lead a new life. Oh, forgive me then, and accept as an offering all that I 
have received from your love!" 

Then the father clasped the b©y in his arms, and kissed him, and wept 
over him. And his mother did so likewise. — Selected. 


Good Fathers. 

Aim — What we do for ours while we have them, will be precisely what 
will render their memory sweet to the heart when we no longer have them. 
— F. Godct. 



Result Desired — Love and confidence increased between fathers and 


Development of Lesson Twenty-four: 

Review previous lessons and stories on fathers. Recite fifth command- 
ment. Consider the aim and help children to feel grateful for kindness 
and care of fathers. Relate story of the Prodigal Son, Luke 15: 11-32. Make 
the point clear that the prodigal son came back because he knew his father 
loved him and would forgive him, no matter what his faults were. Suppose 
the father had died before the son's return? Let the children help you in 
answering this question. 

Memory Gem: 

"My child, hear the instruction of thy father." 


In our humble opinion, President Joseph F. Smith is an ideal father, 
his affection and care for his children being an inspiration to all who 
may be privileged to observe him in the company of his dear ones. He 
could have but few memories of his own father, who was martyred with 
the Prophet Joseph. But he had his mother until he was fourteen, and the 
excellence of her training are manifested in the goodness and nobility of 
our worthy president and in the attitude of reference and esteem in which, 
for her sake, he holds all good women. 

•This thought of President Joseph F. Smith with many incidents from 
his life, which the teacher may find, should be given and the following letter 
read to illustrate the love and interest which he feels for his children: 

Salt Lake City, Utah. 

April 3rd, 1910. 
My Dear Miss Anderson: 

It is with pleasure that I answer your letter. You are right when you say 
you consider my father to be an ideal father. 

The trials, tribulations, and bereavements of his early life helped to 
form the foundation of his fatherhood. Knowing the hunger for a father's 
and mother's love his heart is as loving and tender as that of a woman. 

How well I remember in childhood days, when under the roof of the 
"old home," which was divided between three busy mothers and their 
happy broods; and later, when the **old home" had grown too small to 
hold us all comfortably, and like the Arab that was forced from his tent by 
the camel — part of the family had moved to new homes; how, every night 
before retiring, papa would pass from home to home and from bed to bed 
until every one had been tucked in with a good night kiss. 

Some of the tired baby eyes had been closed in restful slumber for 
hours, perhaps, but it was never too late for him to make his rounds. 

In the morning before breakfast the family gathered in the large sitting 
room each one, who could read, with his 'Bible, Book of Mormon, or other 
Church book (each child having a set of Church works of his own), and 
one or more chapters were read, questions asked and answered and the 
long day started right. 

The work of the Lord he has always placed first, and seeing him so God- 
fearing, loving and exemplary in everything has demanded a response from 
his children. 

Many a time has the thought. "Would papa and mamma approve?" 
stayed the son or daughter from joining their companions in some frolic, 


which, while perhaps not wicked, they knew would not be sanctioned. While 
a word or look of commendation for a worthy act was dearer than gold. 

A child's faith in its parents leads to faith in God. 

-At one time a controversy arose between a schoolmate and myself. My 
friend demanded proofs for the stand I had taken and the only one I could 
Kive was 'papa said so!" "Oh!" she laughed, "if your father should say 
white was black you would believe it." "Yes," I answered, "I certainly 
would, for if my father should say white was black it would be black and 
don't you forget it!" 

The Word of Wisdom he has always observed. 

His family numbers but a small portion of his children for so inter- 
ested is he in them that every Latter-day Saint might call him father." 

In speaking to the Elders in Macedonia, Paul the apostle said: "I have 
shown you all things, how that so laboring ye ought to support the weak 
and to remember the words of the Lord Jesus, how He said, "It is more 
blessed to give than to receive.' " Acts 20-35. 

This spirit of giving has characterized my father's whole life. He not 
only gives of himself spiritually, physically, and mentally, but temporally 

The homes of his married children and the rooms of his unmarried ones, 
all are more comfortable and inviting for the remembrances which he has 
given. The musical "tick-tock, tick-tock," of the faithful eight-day clock, 
which reminds me, now, that the hour is late, and by which my little ones 
are learning to tell the time, keeps up a rhythmic song of grandpapa's 
benevolence. A similar time-piece hangs on a wall in each of his chil- 
dren's homes. 

During the long years of missionary life and the seemingly endless 
days of exile, which have separated papa from his family and have left 
the mammas to work and to care for their little ones without his daily 
help and encouragement, letters, such as none other than papa can write, 
have been the means of solace and comfort. Not only the mothers were re- 
membered but each child as well; especially if a letter, were it written only 
in kisses, had found its way to him. 

Letters of advice, encouragement, sympathy, and description. Letters 
of inquiry — one I remember, wondering what Santa Glaus would bring his 
"Ghicky-birds" when he was so far away. Letters of counsel such as he was 
always giving, and prayers for the guidance and protection of his loved ones. 

I copy here two letters written to me when twelve and thirteen years 
of age. 

Gamp Lookout, 
Nov. 23, 1884. 
My Darling Donnette: 

Your second letter is iust received and although I wrote to you last 
night in answer to your first letter which was written on the 9th, and which 
only came yesterday, I will write you a few more lines now in answer to 
your second. 

Your last letter is a little better written than your first, so I see you are 
improving. Now I would like you to take pains with your writing and 
spelling, and in the use of capital letters so that you may become a good 
writer. I would be very much delighted to see my little girl develop into 
a first class scholar. To do so you must study carefully, read understand- 
'ingly, and learn principles and doctrine. You should always read good 
books, not merely to say you have read them, but to learn their contents 
and to get information. 

It is not the one who reads the most who becomes the most learned, 
but the one who reads most carefully and remembers what is read. What 
T most want you to learn is vour religion. Your grandfather, Hyrum Smith, 


and the Prophet, whose blood runs in the veins of my children, died for this 
Gospel that we, their children might live by it and enjoy its blessings. 

Your papa is spending his life and would willingly die for this cause, 
if need be, and I could not endure the thought of one of my children turn- 
ing from it; and if they should, I would consider it worse for them and 
for me than to be murdered for the truth's sake. 

I am glad to hear that you attend your Primary meetings and the 
Sabbath School. 

Never be rude, take good care of your little brothers and sisters and 
always be good to mamma. 

May the Lord spare all my little pets for my sake is my earnest and 
humble prayer. 

Your loving 


Laie, July 10th. 1885. 
3/y Darling Donnie: 

Your newsy and most welcome letters of June 7th and 26th were re- 
ceived on the 8th. I must give you credit for being the most faithful letter 
writer of all the children. If it had not been for your letters we would not 
have known anything about lots of things. You tell us who is sick or well, 
who comes and goes, what the children are doing, where they are, about 
the croquet ground and hammock, about the cows, the rabbits, the cat and 
Tip and all the news. We received the locks of hair, also the curl from 
Tip's back — they pleased us very much. 

Your letters puts me in mind of a verse I read once, it is this: 

"His talk is like a stream which runs 

With rapid change from rock to roses. 
It slips from politics to puns. 

It glides from Mahomet to Moses. 
Beginning with the laws that keep 

The plannets in their radiant courses, 
And ending with some precept deep 

For skining eels or shoeing horses." 

And I can assure you, my pet, that is just what makes your letters 
so very interesting. Write to us often. We are well. 
God bless all of you is the earnest prayer of 

Papa and Mamma. 

Papa's school days were few, 5)ut through study, research and the help 
of the Lord he occupies a prominent place among men of learning. 

Every advantage that it has been in his power to give, his children have 
received, if they have so desired. He believes in self-advancement — in 
each individual working for himself, and not in being wholely dependent 
upon others. He has always taught his children to be self-active that they 
might be as the oak, not as the clinging vine. 

His children all, young and old, cling to the endearing names of 
papa" and "mamma," in preference to the more dignified "father" and 
mother," for the bond of love which was as a thread when those names 
were first lisped is a chain t9day. 


DoNKETTE Smith Kesler. 


FoujRTH Grade. 

(Children ten and eleven years of age.) 

Subject for the Year— The Word of Wisdom. 
Topic for the Month of June-^-The Special Senses. 


1. The Nervous System. 

2. Sight. 

3. Hearing and Smelling. 

4. Touching and Tasting. 


The Nervous System. 

Aim — The meaning, the value, the truth of life can be learned only by 
an actual performance of its duties. — T. T. Munger. 

Result Desired — An increased appreciation of the wonders of the human 

Memory Gem: 

Blessed be the Lord, who daily loadeth us with benefits. — Psalms 68: 19. 

Suggestive Talk: 

You know that the human body is made up of many parts, each of which 
has its own particular work to do. Stomach, skin, liver, bones, kidneys, 
muscles, heart, and lungs — each has a special task to perform, but all must 
work in harmony' with each other in order that the body may act as a whole 
and be kept healthy. All of these members of the body must be under the 
control of some central authority or government; they must be parts or 
members of a system, just as the parts of a complex piece of machinery, for 
example, a locomotive, are under the control of an engineer. This control 
and direction of all the parts of the body in relation to each other, is in 
charge of and is exercised by the nervous system. 

The term "nervous system" refers to all the nerves of the body, and 
includes the brain and spinal cord. The general object of the nervous sys- 
tem is to connect, control, and direct the actions of the different parts and 
organs of the body, so that they will work in harmony. Let us illustrate. 
You run the bases in a ball game: your heart beats more rapidly, more blood 
is pumped through it to the lungs; and more oxygen is required. You 
therefore breathe faster. The presence of the food in the mouth calls forth 
saliva from the glands, and a little later causes the gastric juice to flow from 
the lining of the stomach. As you stand looking down the road, a little 
grain of dust gets into your eye; then the tear gland of the eye tries to wash 
out the cause of the pain. When you are frightened, cold chills run up your 
back and your heart stops beating for a moment. Your finger tips touch a 
hot iron, and you quickly jerk your hand away. A little snake runs across 
the path on your way to school, and before you know it you stop still; and 
if you are afraid, you shudder. There is something that makes all these 
organs and parts of the body work at the proper time. This something is the 
nervous system. 

A thing that is not alive does not respond when touched or handled. If 
you handle a piece of iron, a lump of coal, or a block of wood, there is no 
movement in answer to your touch — there is "no sign of life." Suppose you 
are walking through the busy streets of a great city, and you jostle against 
a lamp-post, a barber-pole, or a tree. You find that none of these objects is 
the least disturbed. There is no response of any sort on their part. You, 


however, respond with a start, your face changes expression, you almost lose 
your temper. With your hand you rub the bruised part of your body. You 
feel. The lamp-post, barber-post and tree do not feel. Or, to express the 
same thing in a different way, you have a nervous system; the other things 
have no nervous system. 

The nerves are very much like telegraph wires. Your head contains 
something quite similar to a telegraph office. The brain in the bony skull- 
box is the central instrument that sends out and receives messages, and the 
* little white thread-like nerves running all through your body are the wires 
connecting every part of it with the brain. Y'ou wish to write your name. 
The brain sends a message to the hand, and it begins to move in just the 
way it should to make the letters composing your name. The message is 
taken from the central office, or brain, to the muscles of the hand by means 
of the nerves in almost the same way that a telegraph or telephone message 
is transmitted along copper wires. Or, perhaps a bee stings you on the 
hand; at once a message is sent rapidly along special little nerve-wires to 
your brain, and you have a sensation of pain. — Selected. 

Questions on the Lesson: 

Name the principal parts of the human body. 

What system controls all the parts of the body? 

How does the "nervous system" control the body? 

What is the difference in feeling between a body with life and an object 
without life? 

Explain a sensation of pain? Of pleasure? Anger? Sorrow? 

How are nerves like telegraph wires? 

How do you feel when you are going to have an examination in school? 

What may you do to help your nervous system so that it will be steady 
and strong? (Good air, sleep, food, exercise, learning each day's lessons, etc). 

Suppose you were going on a journey by train, what kind of an engineer 
would you like to have in charge of the engine that pulls the train? 

Follow this question with others of a similar nature to illustrate how 
many lives depend upon good "nervous systems." for instance: ships, mines, 
drivers of street-cars, automobiles, carriages; large factories, mills, etc. 

Discuss with the class the value of strong nerves in games of contest and 

How does the condition of the stomach affect the "nervous system." 

How about overwork? Not enough work? 

What are the opportunities for a person in good health and with steady 
nerves? , 

What are some of the things which disturb and sometimes destroy the 
"nervors system?" (Unwise eating and drinking; lack of proper rest and 
change; but particularly the use of liquor and tobacco.) 

Recite memory gem and find its relation to the revelation on the Word 
of Wisdom. 



.\im — If wc neglect our own interests, we deserve the calamities which 
come upon us; and have no reason to hope for the compassion of others, 
when we take no care of ourselves. — Conybeare. 

Result Desired — An increased enjoyment in the blessing of sight. 

Memory Gem: 

Understanding is a well-spring of life unto him that hath it. — Proverbs 

Suggestive Talk: 

All conscious life begins in observation. We say of a baby, "Sec how 


he notices!" By this statement we really call attention to the fact that the 
child is beginning to be interested in things separate from and outside of 
himself. Up to this time he has seen but not observed, for to oBserve is to 
"see with attention;" to "notice with care;" to see with the mind as well as 
with the eye. There are many persons who see almost everything but ob- 
serve almost nothing. They are forever fluttering over the surface of things, 
but put forth no real effort to secure and preserve the ideas they ought to 
gather from the scenes through which they pass. 

Every boy and girl in the land, possessing a good pair of eyes, has the 
means for acquiring a vast store of knowledge. As the child, long before he 
can talk, obtains a pretty good idea of the little world that lies within his 
vision; so may all bright, active boys and girls obtain, by correct habits 
of observation, a knowledge that will the better fit them for the active du- 
ties of mannood and womanhood. 

The active, observing eye is the sign of intelligence; while the vacant, 
listless stare of indifference betokens an empty brain. The eyes are placed 
in an elevated position that they may better observe all that comes within 
their range. These highways to the soul should always stand wide open, 
ready to carry inward all such impressions as will add to our knowledge. 

No object the eye ever beholds, no sound, however slight, caught by 
the ear, or anything once passing the turnstile of the senses, is ever let go. 
The eye is a perpetual camera, imprinting upon the sensitive mental plates, 
and packing away in the brain for future use, every face, every plant and 
flower, every scene upon the street, in fact, everything which comes within 
its range. It should, therefore, be easy to discern that since mere seeing may 
create false impressions in the mind, and that only by careful observation 
can we gather for future use such impressions as are thoroughly reliable, 
we cannot well overestimate the importance of its cultivation. 

It is beyond question that childhood and early youth are the most favor- 
able periods for the cultivation of this faculty. Not only is the mind then 
more free from care, and, therefore, more at leisure to observe, but it is also 
more easy to interest one's self in the common things, which, while they lie 
nearest to us, make up by far the greater portion of our lives. Experience 
also proves that if a person is not a good observer at the age of twenty, in 
ninety-nine cases out of a hundred he will never become one. "The stu- 
dent." says Hugh Miller, "should learn to make a right use of his eyes; the 
commonest things are worth looking at; even the stones and weeds, and the 
most iamiliar animals. Then in early manhood he is prepared to study men 
and things in a way to make success easy and sure." 

Houdin, the magician, spent a month in cultivating the observing pow- 
ers in his son. Together they walked rapidly past the windows of a large 
toy store. Then each would write down the things that he had seen. The 
boy soon became so expert that one glance at a show window would en- 
able him to write down the names of forty different objects. The boy 
could easily outdo his father. 

The power of observation in the American Indian would put many an 
educated white man to shame. Returning home, an Indian discovered that 
his venison, which had been hanging up to dry, had been stolen. After care- 
ful observation he started to track the thief through the woods. Meeting a 
man on the route, he asked him if he had seen a little, old, white man, with 
a short gun, and with a small bob-tailed dog. The man told him he had 
met such a man, but was surprised to find that the Indian had not even seen 
the one he described. He asked the Indian how he could give such a minute 
description of a man whom he had never seen. "I knew the thief was a lit- 
tle man," said the Indian, "because he rolled up a stone to stand on in order 
to reach the venison; I knew he was an old man by his short steps; I knew 
he was a white man by his turning out his toes in walking, which an Indian 
never does; I knew he had a short gun by the mark it left on the tree 


where he had stood it up; I knew the dog was small by his tracks and 
short steps, and that he had a bob-tail by the mark it left in the dust where 
he sat." 

The poet Longfellow has also dwelt upon the power of observation in 
the early training of Hiawatha. You will perhaps recall the lines: 

''Then the little Hiawatha 
Learned of every bird its language. 
Learned their names and all their secrets, 
How they built their nests in summer, 
Where they hid themselves in winter. 
Talked with them whene'er he met them, 
Called them 'Hiawatha's Chickens.' " 

The most noted men of every land and age have acquired their fame by 
carrying into effect ideas suggested by or obtained from observation. 

The head of a large commercial firm^ was once asked why he employed 
such an ignorant man for a buyer. He replied: **It is true that our buyer 
cannot spell correctly; but when anything comes within the range of hi^ 
eyes, he sees all that there is to be seen. He buys over a million dollars' 
worth a year for us, and I cannot recall any instance when he failed to notice 
a defect in any line of goods or any feature that would be likely to render 
them unsaleable." This man's highly developed power of observation was 
certainly of great value. 

Careful observers become accurate thinkers. These are the men that 
are needed everywhere and by everybody. By observation the scholar gets 
more out of his books, the traveler more enjoyment from the beauties of 
nature, and the young person who is quick to read human character avoids 
companions that would be likely to lead him into the ways of vice and folly, 
and perhaps cause his life to become a total wreck. — Selected. 

It is astonishing how very differently people use their faculty of ob- 
servation. Two persons will walk into a shop, or through a street, to- 
gether; the one has scarcely noticed anything, the other is able to tell you 
almost every detail, as though he had made it a study for a week; and yet 
each of them had a pair of eyes, and the same opportunities of observation. 
The fault of the one was not in his eyes, but in his habit of mind; or rather, 
we should say, in his want of habit. 

v^ucstions en the Lessen: * 

How do you kr.ow when a baby knows a person or recognizes an ob- 

How may a nerson gain a good store of knowledge by the tise of sight? 

What does a bright, active eye indicate? a dull, vacant one? 

Why are eyes sometimes called "The windows of the soul?" 

Why are the eyes like a camera? 

How did the magician cultivate the power to observe in his son? 

Tell the powers of observation used by the Indian as told in the story? 
If you know of other incidents relate them? 

What makes a good thinker? 

Discuss the aim given for this lesson. 

Recite the memory gem. 


Hearing and SmeHing. 

Aim — Wisdom teaches ns to do, as well as talk. — Seneca. 
Result Desired — That the children will be r<*ady to take better care of 
the blessings given for enjoyment in this life. 


Memory Gem: 

Every word of God is pure; He is a shield unto them that put their 
trust in Him. — Proverbs 30: 5. 

Suggestive Talk: 

We have already seen how important it is to have good eye-sight. It 
is also desirable to hear well. If we cannot hear, we are in danger from 
cars, wagons, and fire engines when we are crossing the street. It is very 
awkward to talk with our friends, if we do not hear readily. People often 
have to come very close to us or to talk very loud. Repeating what has been 
said and talking loud is tiresome. Persons who are hard of hearing lose 
much enjoyment. Not only is it difficult for them to hear their friends, but 
they often lose pleasure when at lectures, concerts, theaters, and churches. 

As our eyes can be tested for seeing, so can our ears be tested for hear- 
ing. Many people are slightly hard of hearing in one ear, but not enough so 
to be annoyed by it. The ears are tested by listening to a ticking watch or 
to a low whisper at a certain distance. 

The ear is a very delicate part of the body. We see only the outer ear. 
This is merely a trumpet to gather the sound so that we may hear better. 
Within the head is the most delicate part, called the inner ear. This is the 
part that is connected with the brain. Between the outer and the inner ear 
is the middle ear, which is connected with the throat. When we have a cold 
in the head or throat, it sometimes extends to the middle ear, and we do 
not hear as well as usual. This deafness gradually goes away. One cold af- 
ter another may, however, help to make one permanently hard of hearing. 
A cold never does us any good. 

Sometimes children have the ear-ache when they are out in very cold 
or stormy weather. Their ears may need to be protected. Small children 
usually wear hoods. Toboggan caps, hoods, and caps with lappets for the 
ears keep out the cold and the rain. It is not well to wear cotton in the 
ears regularlv. But once in a while, in very stormy weather, it does no 
harm. Cotton may be used to protect the ears when bathing if the water is 
very cold. 

There are some children who are nearly as unfortunate as the blind chil- 
dren. They are the deaf and dumb. Sometimes a child becomes deaf when 
very young. Then he cannot hear his friends talk, and so he himself does 
not learn to talk. We call these children deaf and dumb, although many of 
them can be taught to speak. They are usually sent to a special school. 
There great care is taken to teach them to talk and to read their friends lips 
so that they can tell what is being said. Among themselves they have a 
deaf and dumb alphabet, and they can talk very rapidly with their fingers. 

We hardly know how much we depend upon our ears, and often take 
little care to keep them well. Children sometimes do harm by pulling one 
another's ears. Boxing the ears may injure the hearing. Blows on the head 
and other injuries sometimes harm the ears as well as the eyes. Another bad 
practice is to shout suddenly in a person's ear. All sudden and loud noises 
should be avoided whenever it is possible. Sometimes children put hard ob- 
jects like peas into their ears. The moisture makes the peas swell, grow 
larger, and become hard to remove. Often it is very painful to have such 
things taken from the ears, and a physician has to be called. All this is un- 
necessary trouble. Ointments should not be used in the ear to stop pain. 
Heat applied on the outside will usually relieve the pain unless a physician is 

Smelling is another sense that adds to our enjoyment. A large part of the 
pleasure obtained from such flowers as sweet '^eas, heliotropes, roses, and 
violets comes from their fragrance. The sense of smell helps us to select 
good food. One of the sure signs of decaying food is a disagreeable odor 
that should always warn us to be careful. Odors may tell us of other dan- 
gers? as impure air, smoke, and gas. 


The lining of the nostrils is very delicate. It is by means of this lining 
that we are able to swell. As we breathe the air through the nostrils, the 
odors affect the delicate lining. 

Some people can smell much more keenly than others. There are ani- 
mals also that have a very delicate sense of smell. Cats, too, are very quick 
to smell their food. 

Since smelling adds to our happiness in life, we should guard against 
its injury or its loss. /^ cold in the head often injures the sense of smell. 
Sometimes we canont smell in the least when we have a cold. The sense 
graaually returns, however, as the cold disappears. Hay fever and catarrh 
also tend to destroy the sense of smell. 

A clean handkerchief is one more sign of a neat girl or boy. We may 
lend some articles of our clothing if we like, but not the handkerchief which 
we are using. Like the tooth brush, towel, and comb, it is our personal 
property. — Selected. 

Questions on the Lesson: 

Why is good hearing important? 

Name as many as you can think of of the blessings enjoyed through the 
sense of hearing? 

How can you test hearing? 

What are the most common causes of deafness? (Colds, blows on the 
head, very loud noises.) 

How may we help to protect our hearing? 

Name some of the pleasures of smelling? 

Name some of the dangers which may be recognized by the sense of 

Name some animals who have a keen sense of smell. 

Describe the effects of a cold on the sense of smell? 

What diseases affect this sense? 

What difference will it make in your school work if your hearing is 
not perfect? 

How does a cold in the head affect your ability to study? 

Permit the class to relate personal experiences of times when they were 
unfit for good work. Give causes and cures. 

Discuss the aim of this lesson and recite the memory gem. 


Touching and Tasting. 

Aim True wisdom is to know what is best worth knowing and to 

do what is best worth doing. — Humphrey. 

Result Desired — Increased appreciation of God's care of His children. 

Memory Gem: 

A wise man is strong: yea, a man of knowledge increaseth strength. — 
Proverbs 24: 5. 


The Lord created the wonderful earth on which we live. Just think 
about the magnificent mountains which we see around us; the valleys in 
which we live; the mighty oceans and rivers of water; the beauties of the 
trees and flowers; the usefulness of the grains and fruits which supply food 
for mankind; think of the varieties of animals, birds, fishes, and insects 
all of which were planned and created by our heavenly Father. But the 
most wonderful of them all cannot compare to the human being, the last and 
the greatest of God's creations on this earth. We get used to all these won- 
ders because they are with us every day, but we should think about tbem 
enough to be filled with gratitude to our Maker and to try to understand 


why we were made, why we are here and what we should do with these 
wonderful bodies. 

The world is a beautiful place in which we live. The Lord has said that 
all it contains is for our pleasure and profit. But there are certain things, 
commandments and laws which we must obey if we would get the best out 
of life, and some of these laws are about the care of the body. It must be 
kept clean, warmed, fed and have regular periods of rest. In our lessons we 
have discovered that rest is more than keeping still; part of the time it 
means work, the right kind of exercise which rests the body. 

We should know enough about ourselves to enjoy good health that we 
may be able to do well the duties of life, and be useful to others instead of 
being a burden to them. Few people can be' happy or very useful if they 
are not well. Everyone has some work to do in the world; no one is made 
to be idle. Some have to work with their hands, others with their heads: 
but no kind of work can be done well unless the body and mind are healthy. 

Your heart, your lungs, and your organs of digestion do their work 
whether you think about them or not. Your arms and legs, lips, tongue, and 
other members, you can move as you wish; and they do not make these 
movements unless you wish them to. Something must control and direct 
the diflferent parts of the body so that they act at the proper time and in 
the right way. That something is the brain. The brain itself is in the skull, 
but it is connected with every part of the body by little threadlike nerves. 
Over these nerves it receives messages from the rest of the body and sends 
out answers, as we receive and send messages by telegraph or telephone. 
The brain and the nerves together are called the Nervous System. 

You touch your hand to a hot story. At once a message is sent along 
the nerves from your hand to your brain. Quick as a flash the brain sends 
a message down the nerves to the muscles of your arm and hand. It makes 
the muscles contract and so pull your hand away from the hot stove. But 
this is done so quickly that you say you do it "without thinking." 

When, however, you are drawing a picture, your brain guides your hand 
only as you wisn it to. You see the paper and the pencil and the shape you 
wish to copy; but you do not begin to draw the line until your brain orders 
tt.e muscles of your hand to move. 

The brain keeps a record of news that it gathers. You remember your 
last lesson, do you not? Why? Because your last lesson is recorded in 
your brain. The brain's ability to keep such records and to use them when 
it wishes, we call memory. It is with our brains, also, that we think. The 
power to think and to reason makes us different from the lower animals. 

The brain can receive news of the outside world or of the body itself. 
It can direct the body how to move and how to take care of itself. It can 
keep a record of the news it gets and can store it up as memories. It can 
use these memories over again in different ways so that it ca^ think out new 

The first time that you tried to braid your own hair or to tie your own 
necktie, you found it had to do. You had to teach your fingers how to move 
to make the braid or the bow; but if you have done either of these things 
often, you are now able to do it nicely, without much thought or care. Why? 
Because when your brain has given out the same directions to your muscles 
many times, it can do so again without effort. That is, you do not have to 
think about what you are doing; you act from habit. 

Habits are hard to change. Therefore we should be very careful what 
habits we form. The more good habits we have, the happier and healthier we 
can be. We should have habits of getting up at the same time every morn- 
ing, of eating at the same time every day, of going to bed at the same time 
every evening. We should have habits of standing well and sitting well. We 
should have the habit of studying hard, and of doing cheerfully what we 
know we ought to do. 

We exercise our muscles so that our bodies will grow larger and 


stronger and be able to move quickly and accurately. So it is with the 
brain. Unless the brain is exercised in thinking, it will not think accurately 
or quickly. We go to school not only to learn the facts in our books, but to 
train our brains to think. We should form habits of attention and of quick 
and careful thinking, to make our brains strong and useful. 

Lack of food and lack of exercise, and especially lack of sleep, harm the 
brain. When the brain is growing fast, as children's brains are, they should 
have the best care that can be given them. Children should never have 
headaches. A headache is the brain's warning that something is wrong. 

Alcohol and tobacco affect the nerves and the muscles, so that the brain 
cannot control them. Moreover, drinking alcohol hurts the brain itself, by 
breaking down the substance of which the brain is made. — Selected. 

While the sense of touch is not as important as seeing and hearing are, 
yet we learn much by it. We can feel with nearly any part of our bodies, 
but best with the ends of our fingers. 

Did you ever watch a blind person feeling a new object for the first time? 
The finger tips go carefully over it. We can learn by touching the size of 
objects whether they are large or small. The shape, too, is easily discovered, 
whether the corners are square or rounded, and the sides flat or curved. 
Touching is the best way to tell the temperature of an object If it is not 
hot enough to burn the fingers. Then, too, we may, tell by feeling what the 
material is, whether it is leather, silk, fur, feathers, cotton, or wool. The tex- 
ture of an object can readily be felt, whether rough or smooth, coarse or 

Sometimes the sense of touch tells us to keep out of danger. When we 
feel a cold draft on our necks, we are warned to move. When we are near 
a hot stove, our sense of feeling tells us to go farther away. 

Did you ever think how wonderful the tongue is? Let us see what it 
does. First, it helps us to talk. We should be able to speaK few words 
without it. Then it is very important in eating. While our teeth do the 
chewing, the tongue helps to swallow the food. We also taste our food by 
the help of the tongue. The parts of the tongue that do the work of tast- 
ing are so small that we cannot see them. 

Did you ever look at your tongue? The doctor looks at it when you 
are ill, and it helps him to tell what is the trouble. The tongue is very 
strong, ana is mostly muscle. It needs to be strong to do its work. It is 
attached to a small bone in the throat and- extends down farther than we 
can see. When we are well, it is bright red from pure blood. When we arc 
ill, it may be yellow, and it is sometimes very rough and dry. The tiny tast- 
ing parts are at the back of the tongue. For this reason we can taste better 
at the back of the mouth than on the tip of the tongue. 

Tasting, as well as smelling, helps us to choose good food. We im- 
mediately put aside food that has turned sour or food that has some unusual 
taste. Our sense of taste warns us against impure food and poisons that 
would make us ill. Tasting also adds to our pleasure, for we enjoy a good 
meal that is well seasoned and nicely cooked. If we could not taste our food, 
it would all seem alike. — Selected. 

Questions on the Lesson: 

Review the previous questions on the senses of sight, hearing and smell-' 

What is the value of the sense of touch? 

How is it a protection from harm? 

What are some of the pleasures of touch? 

What does touch do for a person who is blind? 

Name some of the wonderful things a tongue can do? 

How may the tongue be a means of protection? 

Name some of the pleasures we enjoy through the tongue? 

Discuss the aim for this lesson; recite the memory gem and find its rela- 
tron to the Word of Wisdom. 


Fifth Grade. 

(Children twelve and thirteen years of age.) 


Subject for the Year— The Articles of Faith. 
Topic for the Month of June— The Gifts of the Gospel. 


1. The Gift of Tongues and Interpretation of Tongues 

2. Prophecies. 

3. Healing. 

4. Visions and Dreams. i 

Note to teachers: The seventh article of faith will be discussed in the 
lessons for this month, and the many blessings which are enjoyed by the 
faithful saints should be explained carefully to the class. -It' should be 
made very clear that the enjoyment of any blessing is predicated on obedi- 
ence to certain laws and commandments. The teacher should read carefully 
all of Lecture 12 of the Articles of Faith, by Talmage. Many opportuni- 
ties should be given the class to bear testimony of God's goodness. 

The teacher should read I Corinthians, 12-13 and 14th chapters. 


The Gift of Tongues and Interpretation of Tongues. 

Aim — He that believeth on me, the works that I do shall he do also. - 
John 14: 12. 

Development of Lesson Twenty-one: 

Read carefully all that is said about spiritual ^ifts in Dr. Talmage's 
Articles of Faith, Lecture 12. Explain carefully to the class. Be prepared 
to relate the incidents where the gift of tongues were manifested as found 
in Acts 2: 1-18; 19: 1-6. On page 41 of Scraps of Biographv (Faith Pro- 
moting Series), will be found an interesting account of prophecy given 
through the gift of tongt ,s 

The two following accounts of the enjoyment of the .erift of tongues 
should be related. 


Karl G. Maescr was born in Germany, in his youth he was verv studious, 
and while still a young man, became a very successful teacher. 

When he was a boy he heard something about the people known as 
"Mormons," which made him very anxious to learn more about them, and 
as he grew to manhood he often wished that he might meet a member of 
this peculiar Church. 

One day he heard that there were "Mormon" missionaries in the town. 
Mr. Maeser was delighted at the news, and finding out where these men 
were staying, went to see them. He found Apostle Franklin D. Richards, 
President William Budge, and Elder William H. Kimball. Mr. Maeser made 
himself acquainted with the ministers of this new and wonderful religion' 
and invited them to come to his home and tell him about "Mormonism." 

The invitation was accepted, and our missionaries were soon explain- 
ing the beauties of the gospel to this earnest young teacher, who accepted 
their teachings with the eagerness of a mind hungry for the truth. 


Soon afterwards Mr. Maeser was baptized and all three of the mis- 
sionaries with some others were present to see the ceremony performed. 
After the baptism the. party started back to the Maeser home. As they 
walked along, Apostle Richards wished to carry* on a conversation with 
Brother Maeser. Apostle Richards could talk only in the English lan- 
guage, and Brother Maeser only in the German, so President Budge, who 
understood both, acted as interpretor. They had not been talking very Jong 
when Apostle Richards told President Budge that it was not necessary for 
him to help them any more, because, they understood each other perfectly. 
It was a very dark evening, and when some others in the party realized that 
the two men, who each spoke a different language, were able to converse 
without any help, their feelings were indescribable and they knew it was 
a divine manifestation. 

Brother Maeser told afterwards that when he came up out of the water, 
he prayed for some manifestation /rom heaven to strengthen his faith, 
feeling sur% that God would answer his prayer, and how soon and in what 
a wonderful manner his petition was granted. 

Whatever Brother Maeser undertook to do he would put his whole 
heart and energy into, and now that he was a member of the Church he 
worked faithfully and earnestly for its promotion. While he remained in 
the old world he helped in every way possible, and when he came to the 
West he still continued the good work. 

When he reached Utah he naturally turned to school work and as long 
as he lived he labored for the beenfit of the children and younRr men and 
women of the Church. Brother Maeser was indeed a friend to the children. 
Wherever and whenever there were children needing help there was Brother 
Maeser ready and willing to assist them. He devoted a great deal of his 
time to the Sunday School and Religion Class work and there are not many 
stakes in the Church which have not been visited and benefited by the wise 
instructions of Brother Karl G. Maeser. 

The Gift of Interpretation: 

Elder Orson M. Rogers, who labored in Grahamstown, Cape Col- 
ony, South Africa, wrote the Millennial Star the following interesting 
item of missionary experience: "An incident occurred a few days ago 
that may prove interesting and faith-promoting to readers. Elder C. 
P. Rockwood and I have visited a Dutch family once every week for about 
two months. We talked about many of the principles of the gospel to the 
lady and her children, but the husband being away on the farm, we did not 
have the pleasure of talking with him until the occasion of which I write, 
an occasion which, I am sure, I shall never forget, because the power of God 
was made maniicai m a remarkable manner. As stated, the familv is Dutch, 
but we had always talked in English, as the lady and her children under- 
stand and talk that language very well. Very few Boers, however, care to 
discuss religion in English, and the husband of this family proved no ex- 
ception. As soon as he was introduced to us he started asking us questions, 
all in Dutch, about ourselves and our religion. Neither Elder Rockwood 
nor I understand one Dutch word from another, but on the occasion to 
which I refer we were blessed with the spirit of interpretation, which en- 
abled us to understand the language. Our host was prejudiced against the 
Latter-day Saints, and wanted explanations of our beliefs and practices. 
A sweet influence soon came over us, and we answered his questions just as 
if he had spoken in our own tongue. When he was speaking directly to me 
I understood him well, but could not tell one word he said. When he ad- 
dressed himself to Elder Rockwood I could not understand him at all. 
Nor could I understand when his daughters or wife tried to interpret. Thus 
we had the gift of interpretation of tongues, and by thus being blessed we 
were able to talk on the principles of Mormonism for nearly two hours, 
removing the prejudice from the gentleman's mind so that we were able to 


teach him true doctrine. We spoke to him in English, which he understands, 
but would not speak. God blessed us and we understood his native tongue. 
Truly this was a manifestation of one of the spiritual gifts mentioned in 
I Cor. 12: 10. and we left the house rejoicing in our ever increasing testi- 
mony of God's goodness and power." 

(Have ready such books as are needed for reference.) 

Questions on the Lesson: 

Read Luke 9, 1st and 2nd verses. 

What is the gospel of Jesus Christ? (Find the answer in the Articles 
of Faith.) 

The Savior lived the gospel which He taught. Tell some incidents from 
His life which teach us the gospel? 

What are the first principles of the gospel? 

How did Jesus obey these first principles? 

What great test was given to the Savior after He was baptized and 
confirmed with the gift of the Holy Ghost? (The temptation in the wilder- 
ness. Matthew 4, 1st to 11th verses.) 

What is the lesson to us in this incident which came to the Savior after 
He had obeyed the commandments? 

After the temptation in the wilderness Jesus began to nreach. Then 
He needed help and chose Peter, Andrew, James and John. They left their 
work and followed Him. To know His first works among the people read 
Matthew 4: 23rd and 24th verses. 

How long did Jesus continue in this kind of work? 

Jesus gave His apostles special directions about preaching the gospel. 
To know what they were read Mark 16: 15th to 18th verses. 

We have the same gospel which Jesus taught. Tell some instances 
where these gifts. have been bestowed? 

Discuss the aim of the lesson. 



Aim — All t*hese gifts cometh from God, for the benefit of the children 
of God. — Doctrine and Covenants, page 193. 

Development of Lesson Twenty-two: 

Recite Article seven. 

Review lesson on tongues and interpretation of tongues. 

Read carefully and explain to the class paragraphs 20-22 of Lecture 
12 of the Articles of Faith. Relate the following prophecies and their ful- 
fillment: Rachel Weeping for her children, Jeremiah 31:15-17; Matthew 
2:15-18. The betrayal of Jesus, Psalms 41:9; John 13:21-26. The proph- 
ecy given through Joseph Smith about the war between the North and th^ 
South, Doc. and Gov., Section 87, page 304. See any history of the war 
for an account of the war. For incidents in the history of the Church read 
The Destruction of a Bridge, from Early Scenccs in Church History, page 
68. Concerning Mr. Tait from A String of Pearls, pa^e 73. These books 
are in the Faith Promoting Series. 

Questicms on the Lesson: 

Review carefully the last lesson. Let the members of the class re- 
teJJ some of the incidents which were related, and explain why they are 
testimonies of the truth of the gospel. 

"Name the spiritual gifts of the gospel? 

What is a prophecy? 

What is the value of a prophecy? 


How is a prophecy something like this old saying, "To be forewarned 
is to be forearmed?" 

We have heard of some wonderful prophecies which have been fulfilled. 
Can you think of any which have not been mentioned? 

Tell of some great prophecies which are yet to be fulfilled? (The gath- 
ering of the Jews in Jerusalem and the second coming of Christ.) 

Nearly all the children of the Latter-day Saints have had patriarchal 
blessings. Let your class tell about them. Perhaps some have been ful- 
filled. Help the boys and girls to understand that a oroohecy for good may 
receive assistance through the good acts of the individual so blessed. 

Discuss the aim of this lesson. 



Aim — "He sent them to preach the kingdom of God, and to heal the 

Development of Lesson Twenty-three : 

Recite Article seven. 

Review lessons on gifts of the gospel. 

Read paragraphs 14-16 in Lecture 12 of the Articles of Faith. Also 
Matthew 10:1-8; Mark 3:13-15; 6:7-13; Luke 9:1-6; 10:9;17; Mark 16:18. 
which show how the Lord desired His apostles and seventies to preach the 
gospel and to heal the sick. 

Choose from the life of Christ some of the incidents of healing; and 
from Church History some of the following: Restoration to life of Presi- 
dent Lorenzo Snow as told in Fragments of Experience, page 67. Broken 
Hip Mended, from Early Scenes in Church History, page 9. Remarkable 
Healings from Early Scenes in Church History, page 70. Healing among the 
Indians from A String of Pearls, page 89. The books are all in the Faith- 
Promoting Series. The following account may be related. 

Testimony as to Miraculous Healing: 

An anti-**Mormon" paper, published in Salt Lake City, having ridiculed 
the idea of any person ever being healed in answer to the prayer of faith in 
this age, and through the laying on of hands of the Elders of the Church of 
Jesus Christ of Latter-day Saints, Brother Bowen, of Montpeiler, sent the 
following statement of a case in his own experience to the Bear Lake Dom- 
ocrat, from which we copy it: 

*T was born in Pembrokshire. South Wales, in the year A. D. 1820, and 
at the age of seven years I was put into the coal mines to work at 4 cents 
per day, where I remained the principal part of the time for forty years. 
In the winter of 1849, I was employed in a coal mine in Abedare, Glamorgan- 
shire, South Wales. I went to work on Saturday morning at 4 o'clock. I 
had been down in the pit about three hours, loading the iron car with coal, 
when all of a sudden there was a large body of coal broke loose from above, 
falling a distance of nine feet, which crushed me across the iron car. The 
men hastened to extricate me from under the mass of coal. When I was 
taken out I was pronounced dead, but a doctor was summoned, who, how- 
ever, pronounced my case hopeless. My friends placed me carefully upon 
an old door and carried me home. All this time I retained my mind, but my 
speech and my sight were entirely gone. On my way home, which was but 
a short distance, I overheard the following talk from two unbelievers in 
our faith, who, assisted by two of our Elders, were carrying me home. Said 
one unbeliever: 'Now, if you can heal this man, then we will believe in 
vour doctrine.' Said the other: *He will not live to see the sun set.* When 


we arrived at the house they laid me on the floor of the kitchen, my bed 
being in an upper room, which had to be entered by a narrow, winding 
stairway. I heard them say that it would not do to take me upstairs, as 
the turn of the stairs would not admit of the coffin coming down; so it was 
decided to leave me in the kitchen. Dr. Davis was sent for, and by the 
time he arrived my bowels were swollen to their utmost capacity. After 
he had examined me, a friend of mine asked him if there was any show for 
me to live. 'Not the least chance in the world; his body is broken to 
pieces/ were the words of Dr. Davis. It was 3 o'clock p. m., before my 
friends could get an Elder to administer to me in the name of the Lord, 
for the reason that the police threatened violence to ««ny one who would 
dare to mock God by attempting to restore that man's life, 'for he is bound 
to die,' said they. But after making the third attempt to evade the police, 
Elder William Howell made his way to my room, where he immediately 
anointed me with oil and prayed for me. Placing his hands upon my head, 
he blessed me, and commanded me, in the name of Jesus Christ, to arise 
and walk. I could instantly feel the swelling go down in my body, and I 
arose, put on my clothes, and walked across the room. The doctor hear- 
ing that I was better, came in the evening to see me, and on leaving said 
he would send me some powders which would keep down inflammation. 

**On the following morning, which was Sunday, Dr. Davis again came 
in to see me; he was greatly surprised to find me sitting up, eating breakfast, 
and said, *I knew, if anything could help you, that those powders would 
which I sent you.' I thanked him and told him if he had any use for them 
he could find them in the table drawer, as I had not used them at all. He 
flew mad, and told me I would die of inflammation if I did not take them. 

"I walked one mile that day and attended three meetings, and on the 
following morning, Monday, I resumed work in the mine. Now, Mr. Editor, 
as I expect shortly to meet a just God, who will judge us all for the words 
we utter and the deeds we perform while here in the flesh, I solemnly as- 
sert that the above statement is simply the truth, from an illiterate coal 
miner. H it were necessary, I could bring plenty of living witnesses to the 
above facts. 

William Bo wen. 

Elizabeth Bowen, Witness. 

Qaestions on the Lesson: 

Review carefully the value of the gift of prophecy. Let members of the 
class re-tell some of the incidents of prophecy fulfilled. 

Read John 3; 16th and 17th verses. 

How is love shown from one person to another? 

What is a sacrifice? 

What sacrifice did God make when He sent His Son to show us how 
to live the gospel? 

What sacrifice did Jesus make in coming to the earth? 

His whole life tells one particular thing. What is it? 

God loved, Jesus loved. How did Jesus ask His disciples to manifest 
the same feeling when He told them to go and preach the gospel? Read 
Mark 16: 15th to 18th verses. 

We have the same gospel in our Church. Who was the means of re- 
storing this gospel in our day? 

What did the world do to the Prophet Joseph Smith? 

The Savior made a prophecy about how the world would treat the 
Saints who tried to live the gospel, read about it. Matthew 5; Uth and 13th 

Have a testimony meeting. Let the class relate instances of healing 
which have come under their own observation. 



Visions and Dreams. 
Aim — Where there is no vision, the people perish. — Proverbs 30: 18. 

Development of Lesson Twenty-four: 

Review previous lessons on gifts of the gospel. 

Recite Article seven. 

Read paragraphs 17-19 of Lecture 12 of the Articles of Faith. Choose 
some of the incidents referred to, to relate to the class. 

For examples in Church History be prepared with some of the follow- 
ing, taken from the Faith Promoting Series: Visions and Dreams — Early 
Scenes in Church History, page 86. A Remarkable Vision — Scraps of Biog- 
raphy, page 20. The Story of a Hat — A String of Pearls, page 71. "Old 
Prophet Mason," Leaves from My Journal, page 2. 

The following vision may be related to the class. 

Story: "How the Boy Nephi saw the Mother of Jesus." 

Near the eastern shore of the mysterious Red Sea, there lies a little 
valley that impresses one with its everlasting firmness. It is steadfast and 
immovable as the earth itself. High mountains hem it on every side. Bold, 
precipitous cliffs guard the narrow passes by which the valley may be en- 
tered. A plunging river-bed enters the valley from eastward by a channel 
cut through giant cliffs, white on one side and sunburned black on the oth- 
er. And far away northward and southward, rise strange, towering moun- 
tain peaks of red, and black, and green. 

But long ago this little valley was notable not merely for its natural 
strength. It was beautiful and fertile as it was firm and steadfast. Upon 
the sheer, rough cliffs hung bright caper plants; and under them nestled 
palms with broad, shining, green fronds. Down the middle of the valley 
flowed the smiling river, with flowered meadows and green fields on either 
side. And below, between the valley sides, lay the broad Red Sea, a clear 
deep blue, flecked with white foam. 

Into this firm and fertile valley, one day during the time of Jeremiah, 
came Lehi, a rich man and a prophet of Jerusalem. For many years Lehi 
had sought to serve the Lord. The preaching of Jeremiah and the proph- 
ets filled his heart with sorrow. I^or he had faith in the prophecies of God; 
he knew that they spoke only what God revealed to them. One day Lehi 
himself prayed to the Lord, that he might be shown more clearly what 
should happen to Jerusalem. In answer to his prayer he was shown how 
Jerusalem should in time be destroyed; and he himself was commanded to 
take his family and go into the wilderness. The Lord God would lead hiro 
to a new Land of Promise, where he might rear a nation in the fear of the 

Lehi forsook his lands and his wealth, and with his little family, set out 
to travel southward into the wilderness. It was a difficult journey to those 
who had been reared in luxury. It was doubly difficult for those who had 
not seen the visions of Lehi, and who had no faith in them. To them he 
was but a visionary man. To them there was utterly no need of this jour- 
ney so full of sacrifice, into the unpeopled wilderness. It is small wonder, 
then, that Lehi's eldest sons murmured against him, and that even his wife 
complained of the hardships she was forced to endure becaues of his dreams. 

One member of the family, however, was true to the inspired father. It 
was Nephi, a boy about eighteen or nineteen years old. Nephi encouraged 
his brothers, and tried to inspire them with faith in the word of God; and 
he helped and upheld his father in the great mission to which the Lord had 
called him. 

After many days, the family reached the valley of strength. They 
pitched their camp there by the side of the river. Lehi built a simple altar 


of stones and made an offering to the Lord. Then he called the name of the 
river Laman, after his oldest son; and the valley he called Lemuel, after 
the second son. And turning to his son Laman, Lehi cried, "O that thou 
mightest be like unto this river, continually running into the fountain of all 
righteousness." To Lemuel he said, "O that thou mightest be like unto this 
valley, firm and steadfast, and immovable in keeping the commandments of 
the Lord." But for Nephi and the youngest son Sam, Lehi had only 
words of praise. They had not rebelled against their father, but had fol- 
lowed him gladly; and they had b'elieved in all his words. 

Now, it happened that, while the family was encamped in the valley of 
Lemuel, Lehi had a wonderful dream. He seemed to be carried away in the 
spirit into a very large field. There stood in the midst of the field a beautiful 
tree bearing delicious fruit. Leading to the beautiful tree was a narrow 
pathway, guarded by a rod of iron. Far away was a fountain which flowed 
through the field as a tumultous stream of filthy water. And beyond the 
stream, on the other side,, appeared a large building, suspended in the air, 
high above the earth. Countless numbers of people were near the fountain 
of filthy water. Some of them grasped the iron rod and groped their way 
through a terrible, mist of darkness, which suddenly arose, till they reached 
the tree and partook of its delicious fruit. But many more were lost in the 
filthy water, while others assembled in mid-air and pointed with scorn at 
those who had reached the fruitful tree. 

Truly, it was a wonderful dream. Lehi could hardly tell what it 
meant. To some members of the family it proved, too, to be of little in- 
terest. Laman and Lemuel did not care what it meant. Nephi, however, 
was very much interested. He was very much concerned, too; for he desired 
earnestly to know the meaning of the things his father had seen. He be- 
lieved that the Lord could reveal it all to him. Therefore, he prayed to the 
Lord, and pondered the dream in his heart. One day, as he sat thinking 
about the wonderful vision, he, too, was carried away in the Spirit. And 
then it was given to him to see, not only all that his father had seen, but 
the interpretation of the dream, and much more besides. 

When the vision began, Nephi found himself upon a very high mountain, 
which he had never seen before. Near him stood a heavenly being — his 

"Behold," asked the Spirit of him, "what desirest thou?" 

And Nephi answered, "I desire to behold the things which my father 

Almost immediately his great desire was granted. Nephi looked about; 
and lo! there was the tree like that which his father had seen. It was large 
and beautiful — beautiful beyond any other tree he had ever seen. And it 
was pure white like driven snow. Nephi fairly thrilled with joy and -gratitude 
as he looked upon it, and saw the abundant fruit which it bore. 

Then the Spirit asKed him again, "What desirest thou?" 

And Nephi answered, "I desire to know the interpretation of the vision." 

At once the Spirit vanished from before him, so did also the beautiful 
vision. For a moment Nephi was left utterly alone. Then the panorama 
of the land of Palestine — his own native land — began slowly to unfold be- 
fore him. First he saw Jerusalem, where he had lived during most of his 
life. Then he saw Bethel, and Shiloh, and Schechem, and Samaria and Jez-* 
reel — all famed in the history of his people. Then, in his vision, he saw the 
land of Galilee; and then among the hills of Galilee; the little town of Nazar- 
eth. A virgin was walking in the little town as in a dream — a virgin fair 
and white. 

Suddenly, the heavens opened and an angel appeared before the young 
seer. "Nephi," he said, "dost thou understand the condescension of God?" 

"I know that He loveth His children," answered Nephi meekly; "but I 
do not know the meaning of all things." 


Then «ai(i the d'ngel to him, "Behold, the virgin whom thou sccsi is 
the mother of the Son of God." 

Again Nephi looked; but the holy \-irgin was carried away in the Spirit, 
and Nephi could see no more. After a litde while, however, the angfel said 
again, "Look." Nephi looked, and then he saw the virgin, bearing a little 
child in her arms. 

"Behold the Lamb of God," cried the angel to Nephi, "yea, even the 
Son of the Eternal Father! Dost thou understand now the meaning of the 
tree which thy father saw?" 

"Yea," answered Nephi, awed by the sublime vision, "it is the love of 
God, which sheddeth itself abroad in the hearts of the children of men; 
wherefore it is the most desirable above all things." 

"Yea," responded the angel." and the most joyous to the soul." 
Thus it* was that Nephi saw in vision the mother of Jesus, and learned 
that the beautiful tree with delicious fruit was a sjrmbol of the love of God; 
that the iron rod was the word of God; that the fountain of filthy water 
was the evil of the world; that the spacious, suspended building, filled with 
the noise of music and merrymaking, was the temptation of the world. Ever 
afterwards, when Nephi thought of the beautiful vision, he blessed the stead- 
fast little valley near the Red Sea, where he had seen the mother of Jesus — 
From The Liahona. 

Questions on the Lesson: 

Review carefully all that has preceded on the gifts of the Gospel. 

Read the aim for this lesson and let the class discuss its meaning. 

What happened to the Church of Christ after He and His disciples had 
left the earth? 

What happened to the Nephites after their leaders had gone? 

Who has the right to receive visions today to guide the Saints? 

What is a vision? 

What is a dream? 

Did you ever know of a dream which helped anybody? (Let a num- 
ber respond to this question.) 


Mary had a little brother 

Whose hair was very yellow, 
And everywhere that Mary went 

She took the little fellow. 

He went with her to school one day. 

It was against the rule 
For any children under five 

To enter public school. 

And so the teacher sent him home, 

But still he hung around, 
Waiting so impatiently 

For the recess bell to sound. 

"What makes the little boy her brother?" 

The stupid children cried. 
"Why, Mary is his sister, dear!" 

The wise teacher then replied. 

— Selected. 


. » 


The CHILDREN'S Friend 


\o\. IX. JUNE, 1910. No. 6. 

Joseph, the Prophet. 

Praise to the man who communed with Jehovah 
Jesus anointed that Prophet and Seer, 

Blessed to open the last dispensation; 
Kings shall extol him and nations revere. 

Praise to his meniorv, he died as a mortvr 
Honored and blest be his ever great name; 

Long shall his blood, which was shed bv assassins, 
Stain Illinois, while the earth lauds his fame. 

Great Is his glorv, and endless his priesthood; 

ever and ever the hevs he will hold; 
ralthful ang true, he will enter his Kingdom, 

Crowned In the midst of the Prophets of old. 

Hali to the Prophet, ascended to heaven; 

Traitors and tvrants now fight him In vain. 
Mingling with Gods, he can plan for his brethren; 

Death ( annot conquer the hero again. 




The old sailor intended to give the boat away. He had this in 
mind from the time he began work on the toy in the Nevada desert. He 
missed the sea and grumbled day after day because he had drifted so 
high and dry upon land. Fortune had twice favored him upon the des- 
ert. Twice the old man located mines that brought him wealth, and 
twice he lost the wealth. It made him no happier to reflect that the 
fault was his own. At last, crippled by rheumatism and discouraged, 
when his greatest comfort was a pipe, the old sailor began the manu- 
facture of a perfect, five-masted sailing vessel. The boat was three 
feet long, every bit of its construction skillfully done. No undue haste 
went into the building of that ship. Slowly it grew beneath its maker's 

The man liked best to work with no one beside him in the desert 
store but the cat. Evenings, when miners came in to talk over events 
of the day, he said little about the boat; scarcely answering questions 
or taking any notice of admiration openly expressed in regard to hi> 
labor of love. 

It was a labor of love — ^that boat. As he whittled the masts and 
fitted the parts together there was ever in the old sailor's mind the 
'vision of a brown-eyed lad, his only son, who died years before in San 
Pedro; the little lad who liked to sail wee boats on the broad Pacific, 
and begged to go with his father on many a long voyage before the time 
came when he sailed alone to an unknown port. The mother soon fol- 
lowed her child. The sailor was on the China Sea when she died. 

Until then he had been a good man. His sister would tell you that ; 
the old sister who lives to this day in one of the quaint habitations on 
the San Pedro wharves. Her husband makes a good living taking 
tourists out fishing in his naphtha launch. You may have seen him 
near the Santa Catalina boat landing. After the death of his wife and 
child the sailor seemed to have lost his compass. He drank and gam- 
bled. Finally, penniless and bitter, he waited on the Nevada desert, 
nor knew whither he was bound, having missed the way to heaven. 

The boat brought back tender memories of days gone by ; and as 
the old sailor whittled masts or sewed canvas sails, he wondered where 
he might find a small boy who would appreciate the boat. Miners' 
children admired it, but what could miners' children know of the sea? 
How the little lad's eyes would have brightened at sight of that boat ! 

At last it was finished and bedecked with flags and banners, ready 
for a long voyage. It was called 'The Little Lad." Although many 
wondered about the name, no one asked a question. 

Qne day Willie Evans inquired of the old sailor how much he 
would take for the boat. The man, gazing at the child with one eye 
squinted shut, named a fabulous sum — enough to buy a boat in which 
men might sail the seas. The old sailor disliked Willie Evans, a thor- 
oughly spoiled child. That was why instead of refusing to sell the boat 


he named an unreasonable price. Nevertheless, Willie Evans teased 
and tormented his father until for the sake of peace the man agreed 
to purchase the boat if it took a copper mine. 

Then did Willie Evans brag and make himself more disagreeable 
than ever among his playmates. As for the old sailor, he puffed away 
at his pipe and frowned ominously when Mr. Evans, frowning , too, 
demanded the boat. 

"You may have her tomorrow," answered the ship builder abruptly 
after a long pause. 

"Tell him I want it now," urged Willie Evans. 

''You'll take it tomorrow or not at all," replied the owner. **This 
boat isn't finished." 

That night the old sailor wrote carefully on a sheet of thin paper, 
**Here's hoping the 'Little Lad' will sail into the right port at last." 
To this he added his name and address. The note he placed in a tiny 
bottle, which he cunningly concealed in the hold of the ship. Only a 
seafaring man or boy would ever discover its hiding place. 

In August Willie Evans began to droop under the heat of the 
desert. His mother straightly took him to a sheltered beach in South- 
ern California. The "Little Lad" went by express in a box. When 
Willie Evans had been at the beach long enough to become acquainted 
with other children, he refused to put his boat in the water, because 
they wished him to do so ; that was his only reason. 

.A week later, Master Richard Pratt arrived from Los Angeles 
with a boat that rivaled the "Little Lad." Willie Evans and the "Little 
I^d" attracted no more attention until one afternoon, Willie, jealous of 
Richard Pratt's popularity, went down to the beach clad in his bath- 
ing suit, followed by a man who carried the *'Little Lad." 

It happened that Richard Pratt had never trusted his boat in the 
surf, but sailed it in the still lagoon familiar to all who know Playa 
del Rey, the scene of so many picnics. Willie Evans would listen to 
neither advice nor ^:eason, but insisted upon having his boat launched 
in the ocean. The man who did the deed waited on the sands until 
Willie's mother arrived. Willie was walking on the wharf, towing his 
boat by a rope, when the rope slipped through his fingers. Willie 
couldn't swim. Boys who could swim laughed at his distress and in a 
few moments the "Little Lad" was beyond reach. It so happened that 
not a boat nor a boatman was available. Thus the "Little Lad" sailed 
out to sea. 

Many days later, a Mexican boy, Tomas Pico, was playing alone 
on the beach at San Pedro. He was a harbor child, born in a tiny 
house on a wharf. His father was a fisherman ; and if there was ever 
anything Tomas didn't know about a boat, he asked his father. 

Suddenly Tomas shaded his eyes and looked over the sea. There 
was a boat coming into port, a tiny boat that looked as if it had seen 
rough weather. Tomas was not a boy to allow such a craft to be 
thrown by the surf upon the sands. He swam out to meet the prize. 


That night every man, woman, and child who lived on the harbor 
wharf shared with Tomas Pico the pleasure of examining the ''Little 
Lad." Tomas himself discovered the bottle. 

A sweet faced old lady, loved by the fisher folk, read the message, 
then put both hands before her eyes before she said : "It is my broth- 
er ! We thought him dead long ago !" 

She wrote to the old sailor that night, offering him a home. After 
reading the letter the man remarked slowly, and as if still reading, al- 
though his gaze wandered over the desert: "I have found the com- 
pass. Maybe, little lad, we shall sail into the right port at last.*' 

Miners wondered what he meant. 

That was a year ago. If anyone should suggest to little Tomas 
that there ever was a time when his sailor friend missed his way on 
the voyage of life, and failed to sail day by day toward heaven, he 
wouldn't believe it. The chances are if you did so, he would be too 
offended to show you the "Little Lad,'' or allow you to see it floating 
in the harbor. You might feel in the presence of little Tomas that you 
had sailed into the wrong port. — Frances Margaret Fox. 


"Is that a bird singing. Jack?" little Bess called softly to her 
brother. It was late afternoon in August; the air was heavy with 
heat; the ground was dry, the flowers drooping; everything wanted 

Bessie stood on the doorstep, and Jack sat by the window read- 
ing. He did not hear till she asked again, "Say, Jack, is that a bird ?" 

"I hear nothing," he said, not lifting his head from his book. 

"There," she said, "can't you hear it?" 

"Oh, yes," he answered, and coming out he said : "It isn't a bird, 
but a little tree toad. Perhaps I can show it to you; it's .in this 
tree, I think." 

"How can toads get into trees?" she said. 

"Hush! wait till he calls again," said her brother. A few sec- 
onds, and the soft low trill was repeated. 

"There he is !" and Jack pointed to a low limb of the tree, where 
a little brown patch just the color of the bark could be seen. 

"He is a prophet foretelling rain," Jack said. "I wish the trees 
were full of them." 

"I want to see him nearer," Bessie said. So Jack brought a 
chair, and standing on it, he was able after a few minutes to make 
the little toad move from the branch to a bit of wood that he held 

"He is cousin to the toads that hop on the ground," Jack told 
her, "but his feet are different, for the tips of his toes are expanded 


into suckers that cling to the bark of a tree when he wants to cHmb. 
He has rather a long name, Hyla versicolor/' 

"How cunning he is!" Bessie said. "Can't you make him talk 


"I don't know how/' he said as he put the little fellow down on 
the chair, and went back to his book saying, "It'll pay you if you 
watch him awhile." So Bessie began to talk to him, but it was not 
very interesting, for the toad kept silent. 

"O Jack, come out quick!" she called after a few minutes. "Fm 
afraid he's dying! He's all turning white!" 

Jack laughed, "I told you it would pay to watch him," and com- 
ing out he coaxed the little toad, that was as white as ^he chair he 
was on, to move to a large green leaf, where in a little time he began 
to change his coat from white to g^een. 

"That is the way he hides, for it takes sharp eyes to see him when 
he is the same color as his resting place," Jack explained. "He is a 
shy little fellow, and I will put him back on the tree ; he will talk 
to us then, perhaps." 

"That's a good name for him, 'versicolor,' " Bessie said. 

While they were at supper they heard him call, and another an- 
swer him, and Bessie waked in the night, and the rain had come. — 
Mary A. Wood. 


Upstairs in her little bed Nellie was fast asleep, and downstairs 
by the fire grandmother and grandfather sat talking. "To think that 
to-morrow is the dear child's birthday, and we haven't a thing to g^ve 
her !'* said grandmother with tears in her kind eyes. 

"It is too bad," said grandfather. "Couldn't we make something 
for her, even if we haven't the money to buy anything?" 

But grandmother looked down at her poor hands, lame and stiff 
with rheumatism, and shook her head sadly. 

"Well, we can pop some corn anyway," said grandfather, "and I'll 
get it now, so that I won't forget it." As he opened the door of 
the pantry and reached for the sack of corn, he caught sight of a pan 
of fine large acorns that Nellie had gathered out under the big oak tree. 
"I believe I've thought of something, grandmother," he cried with a 
little chuckle as he gathered up a handful of the acorns. 

In another minute his knife was out of his pocket, and he was mak- 
ing one of the acorns into a cunning basket. Then he made a teapot 
out of a big fat one, using a broom splint to make the spout and handle. 
Before he went to bed he had made a little tea set — cream pitcher, 
sugar bowl, cups, saucers and all. 

The acorn dishes were neatly arranged on Nellie's plate when she 
came down to breakfast in the morning, and how her eyes did shine 


when she saw them! "They're just the dearest things I ever saw!" 
she cried. 

She played tea party nearly all day, and grandmother laughingly 
declared that she knew none of them could sleep a wink that night after 
drinking so many cups of tea; but it didn't seem to make the least bit 
of difference, and when bedtime came a very sleepy little girl kissed 
them both good night and said, as she crept into bed, "It's been a 
lovely birthday !' — L. P. Mc.\roy. 


It had rained not only one day, but ever>' day for a whole week, 
and even with all the delights of grandfather's big farmhouse and barn, 
Katharine began to be homesick. Dick and little Winifred kept happy 
in spite of the rain, but when one morning Katharine woke up with 
such an aching tooth that she could eat no breakfast, and her face be- 
gan to swell w'ith the pain — although she was a brave little girl — the 
tears wouldn't be kept back any longer, and Katharine cried in good 
earnest, while Dick and Winifred almost shed tears in sympathy, for 
-weet. happy Katharine rarely cried. 

"I want to go home to see mother," she wailed at last. 

"Before Yd cry like a baby just because I had a little toothache." 
jeered Cousin Fred who had eaten too many griddlecakes for break- 
fast, and so himself had a pain which made him cross. 

"Don't you dare talk like that to my sister," Dick interposed hotly, 
as he started to follow Katharine who was going in search of grand- 
mother. And little Winifred cast a most indignant look at naughty 
Fred as she trotted after, with her doll clasped tightly in her arms. 

"What rainy-day faces," exclaimed grandfather coming in at that 
moment. "It's bad enough to have it rain outdoors when I want to be 
haying, without having storms inside. How's the tooth, Httle girl ? 
"I know vVhat will cure you all," the genial old gentleman went on. 
"Dick, you go call grandmother, and Aunt Bess, and hunt up Eleanor, 
and we'll play a real old-fashioned game that your grandmother and I 
played when we were young." 

Grandmother and Aunt Bess came in protesting that they couldn't 
-top for games right in the middle of a forenoon's work, but, neverthe- 
less, they sat down in their big, kitchen aprons w'hile grandfather ex- 
plained to the children how the game was played. 

**We*ll all but one sit round in a circle, and the one that's left over 
must go on the outside of the circle and drop a handkerchief behind 
anyone he chooses. Then that person must jump up and try to catch the 
one who dropped the handkerchief. But if the one who dropped the 
handkerchief can run round the circle and get into the empty chair l)e- 
fore he can be caught, the other one must pay a forfeit." 


It was a new game to the children and they took hold of it with 
a will, and soon the big dining room rang with laughter. 

Even Katharine smiled a little, and Fred entirely forgot his grid- 
dlecakes as he raced round the circle in pursuit of Dick. 

A few minutes later Fred slyly dropped the handkerchief back of 
Katharine, and though her feet were nimble in spite of the toothache, 
she entirely failed to catch him and had to pay the forfeit grandfather 
gave her: 

"Kneel to the prettiest, 

Bow to the wittiest, 

And kiss the one you love best." 

Katharine said it over and over to herself as she looked around the 
circle of smiling faces. 

"'Kneel to the prettiest,' " she murmured softly. But she didn't 
hesitate long, for Aunt Bess with her "curly brown hair and pink cheeks 
was oretty enough to make anybody glad to kneel before her. 

** 'Bow to the wittiest.' '* Well, certainly Fred was the brightest 
bov she knew when he hadn't eaten too many griddlecakes, so she made 
a graceful bow to her teasing cousin who reddened with pleasure at the 

" *Kiss the one you love best.' " Katharine chanted to herself and 
looked from Dick to little Winifred and then from Winifred back to 
big Brother Dick. Which did she love the better ? She couldn't decide 
and the circle kept laughingly telling her to hurry ilp. 

Just as the puzzled look deepened on her face there was a rustle 
at the kitchen door and Katharine glanced up to see her mother's dear 
face looking in. She hesitated no longer. She knew who was the one 
she loved best, now, and with a wild rush she was in her mother's arms 
and was showering dozens of kisses on her cheeks. 


There is an old Eastern story, or fable, which will serve to illustrate the 
advantage of the habit of observation. 

A dervish was once going alone through one of the deserts of Arabia. 
A dervish is a man who has given himself up to religious life, and spends 
his time in praying, fasting, and other devotional exercises. As he journeyed 
on, he met two merchants, who seemed to be in some sort of trouble. 

"You have lost a camel?" said he, to the merchants. 

''Indeed we have," they replied. 

"He was blind in his right eye, I believe?" said the dervish. 

"He Vras," said the merchants. 

"And lame in his left leg?" continued the dervish. 

"Yes," answered the merchants joyfully, making sure they should now 
hear something about their lost camel. 

"Had he not lost a front tooth?" inquired the good man. 

"He had," both replied. 


"He was loaded with wheat on one side — " 


"And with honey on the other." 

"Most certainly he was. And now, as you have seen our camel so lately, 
and marked him so particularly, be so good as to conduct us to him. 

"My friends," said the dervish, "I cannot do that, for I have never seen 
your camel, nor heard of him but from yourselves." 

"A pretty story, truly!" said the merchants, "but where are the jewels 
that formed part of his cargo?" 

"I have seen neither your camel nor your jewels," repeated the dervish. 

On this, believing that he intended to rob them of their treasure, tiiey 
seized him and hurried him before the cadi, or judge. 

The judge heard the whole story first from the merchants. He then 
called upon the prisoner to acknowledge that he had stolen the camel, or to 
clear himself to the satisfaction of the court. 

The dervish then said that he was able to establish his innocence by 
proving that he knew no more about the camel than any one else might 
have known by going through the desert with his eyes open. He had noticed, 
while journeying, certain footprints in the sand, which he knew to be a cam- 
el's; and as no human footmarks were seen, he concluded at once that the 
camel had strayed away. 

"But how did you know he was blind in one eye?" said one of the 

"I noticed that the herbage was cropped only on the left side of the road, 
and therefore judged that he had lost the sight of the right eye." 

"But you said he was lame in the left leg," said the other merchant. 

"Yes, I thought he might be, because I noticed that the mark he left in 
the sand with that foot was fainter than the other," replied the dervish. 

"But," said the judge, "how could you know he had lost a tooth?" 

"When I had become curious about the animal, I looked carefully at 
the various spots where he had grazed, and found everywhere a little tuft of 
herbage, uninjured, in the very middle of the bite; and this led me to con- 
clude that he had lost a front tooth. 

"As to that which formed the burden of the beast, the busy ants in- 
formed me that it was wheat on the one side, and the clustering flies that 
it was honey on the other." — Selected. 


One day our little Harry was invited to spend the forenoon with his 
young playmate, Johnny Carroll. Johnny's mother died when he was a baby, 
but his father was still living. He was an only child, and he dwelt in a fine 
house, and on Sundays rode to church in the grandest carriage to be met 
with in all the country round. 

He had a great many toys, and a real watch that would go all day with- 
out stopping; and as for candies and cakes, why, the physician who attended 
the family said that Johnny had enough of such things given him to supply 
a whole regiment of little boys. 

The doctor was apt to be funny, and liked to make droll speeches; but, 
for all that, he would often shake his head very gravely when he felt his lit- 
tle patient's pulse; then he would look sternly at the big gold watch which 
he held in his hand as he counted the pulse beats, and would mutter: "Too 
many good things are bad things for youngsters." 

But Johjiny was not always sick: and, as I said before, he had many 
beautiful things. So, of course, this visit promised Master Harry a world of 
enjoyment. But, alas! when the poor little fellow returned home in the af- 



tcrnoon, his brow was clouded, and he had a dismal look in his blue eyes, 
and the least bit of a pout on his cherry lips. 

Something was wrong, I knew, and at last out it came. 

"Mother, Johnny has money in both his pockets." 

"Has he, dear?" 

"Yes, ma'am; and he says he could get ever so much more if he wanted 

"Well, now that makes it very pleasant for Johnny,".! returned cheer- 
fully, as a reply was evidently expected "very pleasant; don't yon 

think so?" 

"Yes'm, only—" 

"Only what, Harry?" 

"Why, he has a big popgun, and a watch, and a hobby-horse, and lots of 
things." And Harry looked up with a disconsolate stare. 

'Well, my boy, what of that?" 

'Nothing, mother," and the tell-tale tears sprang to his eyes, "only I 
giiess we're very poor, aren't we?" 

"No, indeed, Harry, we are very far from being poor; but we are not so 
rich as Mr. Carroll's family, if that is what you mean." 

"Oh, mother!" insisted the little fellow, "I do think we're very poor; 
anyway I am." 

"O Harry!" I exclaimed, reproachfully. 

"Yes, ma'am, I am," he sobbed. "I haven't anything at all, scarcely — 1 
mean anything that's worth money — except things to eat and wear, and 
I'd have to have them, anyway." 

"Have to have them?"I echoed, at the same time laying my sewing upon 
the table, so that I might reason with the young gentleman on this point. 
**Do you know, my son — " 

Just then Uncle Ben looked up from the paper he had been reading. 

"Harry," he said solemnly, "you know I'm a doctor, and if you'll give 
me a chance to try some experiments, you can earn quite a handful of 

"Can I?" asked Harry, looking up quickly through his tears; "I'd like 
that ever so much; but what is a " 'speriment,' uncle?" 

"An experiment," said his uncle," is a trial, a way of finding out things. 
If you want to find out what will happen when sugar is put into water, you 
just try the experiment of putting a lump into this tumbler, so, and you'll 
find out that the sugar will melt, and the water will become sweet. 

"Now for business. I want to find out something about eyes; so, if 
you'll let me have yours, I'll give you a dollar apiece for them.'*' 

"For my eyes!" exclaimed Harry, astonished almost out of his wits. 

"Yes, resumed Uncle Ben, quietly, "for your eyes. I'll give you chlor- 
oform, so it cannot hprt you in the least, and you shall have a beautiful glass 
pair for nothing to wear in their place. Come, my boy, a dollar apiece, cash 
down. What do you say? I'll take them out as quick as a wink." 

"Give you my eyes, uncle!" cried Harry, looking wild at the very 
thought, "for two dollars? I think not!" and the startled little fellow shook 
his head defiantly. 

"Well, five ten — twenty dollars, then." But Harry shook his head 

at every offer. 

"No. sir! I wouldn't let you have them for a thousand dollars. Why, 
what could I do without my eyes? I couldn't see mother, nor the baby, nor 
the flowers, nor the horses, nor anything," added Harry, waxing warm. 

"I'll give you two thousand," urged Uncle Ben, taking a roll of bank- 
notes out of his pocket. Harry, standing at a respectful distance, shouted 
that he never would do any such thing. 

"Very well," continued his uncle, with a serious air, at the same time 
writing down something in his note-book, '*' can't afi^ord to give you more 


than two thousand dollars, Harry, so I shall have to do without the eyes: 
but," he added, "I'll tell you what I will do; I'll give you twenty dollars if 
you will let me i)ut a few drops out of this bottle into your ears. It won't 
hurt, but it will make you deaf. 1 want to try some experiments with deaf- 
ness, you see. Come, now! Here are the twenty dollars all ready for you." 

"Make me deaf!" shouted Harry, without even looking at the gold pieces 
te?nptingly displayed upon the table. "I guess you won't do that, either. 
Why, I couldn't hear a word if I was deaf, could I?" 

"Probably not," replied Uncle Ben, dryly. So, of course, Harry re- 
fused again. He would never give up his hearing, he said — "not, not for 
three thoirsand dollars!" 

Uncle Ben made another note in his book, and then came out with a pro- 
digious bid for "a right arm," then "left arm," "hands," "feet," "nose," etc., 
finally ending with an oflFer of ten thousand dollars for "mother," and five 
thousand for the baby. 

To all these offers, however, Harry shook his head, his eyes flashing, 
and exclamations of surprise and indignation bursting from his lips. At last 
Uncle Ben said he must give up his experiments, for Harry's prices were en- 
. tirely too high. 

"Ha, ha!" laughed the boy, cxultingly; and he folded his dimpled arms 
and looked as if to say, "I'd like to see the man who could pay them!" 

"Why, Harry, look here!" exclaimed Uncle Ben, peering into his note- 
book, "here is a big addition sum; come, help me do it." 

Harry looked into the book, and there, sure enough, were all the fig- 
ures. Uncle Ben read the list aloud: "Eyes, two thousand dollars; ears, 
three thousand; right arm, two thousand five hundred; and so on, the last 
two items being ten thousand for mother, and five thousand for the baby. 

He added the numbers together, and they amounted in all to thirty- 
two thousand dollars. 

"There. Harry, said Uncle Ben. "don't you think you are foolish not to 
take up with some of my offers?" 

"No, sir, I don't," answered Harry, resolutely. 

"Then," said Uncle Ben, "you talk of bein'^ poor, and by your own 
showing you have treasures that you'll not take thirty-two thousand dollars 
for. What do you say to that?" 

Harry didn't know exactly what to say, so he laughed and blushed for 
a second, and just as a big happy tear came rolling down his cheek, he 
threw his chubby arms around my neck. "Mother," he whispered, "isn't 
God good to make everybody so rich!" — Mary Mapes Dodge. 


Mary H. Fee, for severalyears a teacher in the Philippines, .says 
that in i well-to-do Filipino family of ten or twelve children, there will 
be a child-servant for every child in the family. These poor little crea- 
tures are trained to look after the clothing and room, and to be at the 
beck and call of another child — often one younger than themselves. 
They go to school with their little masters and mistresses, carry their 
hooks, play with them, and perfonn every hard or disagreeable task 
required, and receive a few scraps of food, a little cast-off clothing, 
and twenty-five cents a year! The poor parents of children are 
irlad to get them off their hands, and to have the bit of money to spend 
on themselves. Children are often offered for .sale. Miss Fee has 
known them to be bought for two dollars or two dollars and a half. — 






She will not wash the dishes, for 

It makes her hands so red; 
She will not sweep the parlor floor, 

It makes her hands so red; 
She will not even dust the chairs, 
Nor wash the smallest thing she wears. 
Nor help her mother pickling pears; 

It makes hfer hands so red. 

She never yet has learned to bake, 

It makes her hands so red; 
A rug or two she'll never shake, 

It makes her hands so red; 
She'll read a novel all day long, 
Piano play, or sing a song, 
With housework, tho' there's something wrong; 

It makes her hands so red. 


Dear mother has to work, although 

It makes her hands so red: 
She toils as though she didn't know 

It makes her hands so red; 
She makes the beds, and dusts the chairs. 
And scrubs the floors, and oils the stairs. 
It seems nobody thinks or cares 

It makes her hands so red. 

— Unknown. 


I have been surprised and distressed to find how constantly the 
phrase **half-done" fits into lives. I have for instance just come from a 
conference with my neighbor, who is wearily strugj^ling^ with a "half- 
done" girl who is attempting to earn her board by serving a certain 
number of hours in a day, while she gives the rest of her time to study. 

'*I don't know where she will earn it," says my neighbor with a 
sigh. "Certainly she can't in my house." 

When asked whether the girl was unfaithful the reply was : 

"Why, .she doesn't think .she is. She is slack; isn't that the word? 
If I .set her to making beds, she leaves the pillows off of one bed, and 
the spread half tucked in on another. *Oh, I forgot !' she says good- 
naturedly when I call her attention to them- *I thought of something 
else just then, and went to see to it, and didn't come back.' I guess that 
about describes her work; she is 'thinking of something else.' When 
che dusts a room, she is sure to forget the mantel, or a table, or some- 
thing. And in setting the table for dinner only half the people get 
knives, and sometimes none of them have any spoons or salt. I am al- 


ways having to follow her up and finish what she began ; and I can*t da 
it. I would rather not pretend to have help/' 

Going up-stairs from this talk with my neighbor, I met a member 
of my own family, his forehead wrinkled, and complaint in his tone. 
"I have spent a half hour of valuable time in search of my German 
dictionary," he said. "Kate borrowed it yesterday, and doesn't know 
what she did with it. I do ; she let it drop wherever she happened to 
be when she wanted it no longer ; but unfortunately I don't know where 
that is." 

"Another 'half-made' girl?" I said to myself as I joined in the 
search. Kate's talent for not knowing where things were, that she had 
used, was well known to us all ; there was no use in trying to apologize 
for her. The good-natured indifference Which she exhibited with re- 
gard to this fault was not the least trying feature of it, but I am in- 
clined to think that this phase of the disease is always in evidence. The 
persons of whom we are speaking are really only half developed. Those 
delicate sensibilities which would enable them to understand the trial 
that their habits are to others have not been developed. They are 
"slack" in every sense pf that expressive word, and are willing to be. 

What is to be done about them? It was that question, asked a 
young pastor, or rather it was his reply, which set me to thinking and 
finally to trying to tell my thoughts. 

"I don't know," he said, a look of anxiety, almost of pain, appear- 
ing on his expressive face. "I am troubled about such people. Do vou 
know, I think the habit enters into their religious life? They are only 
half-way in that also — half consecrated, half-resolved upon overcom- 
ing, half-interested in the soul-problems that ought to hold them to earn- 
est work, half-hearted all the time. If they could be roused, somehow^ 
to the thought that the Master whom they think they, serve is grieved 
by what they call 'trifles,' wouldn't it help those who really love Him?"^ 

Would it? I leave the question with you. — Pansy. 


"This soup is not good ; I cannot eat it," said a little girl, as she laid 
down her spoon. 

"Well, then," said her mother, "put it away, and wait till supper- 

The mother went into the fields to dig weeds, which the tittle girl 
had to pick up and put into her basket. 

They did this until sunset- Then they went home, and the mother 
brought out some soup, and put it on the fire to warm. The little girl 


"This smells so good !" Then she tasted it. 

"What nice soup it is !" So she drank it all. 

'That is the very soup that you left at noon today- It tastes 
good now because you have earned your*suppcr by hard work," said her 
mother. — Reformed Chureh Reeord, 




I When caught in a storm of trouble, 

With never a refuge at hand, 
Don't falter, my boy, bewildered 

Whether to give up or to stand. 
Don't turn your back to the tempest. 

But face it with grit, like a man; 
You'll find yourself, when it is over, 

Far stronger than when it began. 

Some there are scoflF at the folly 

Of heroes who battle with fate. 
Stamp such, my boy, as. but cowards 

Whose hearts hold but envy and hate. 
Not in the calm of seclusion 

Do men win the laurels of life. 
But by boldly facing tempests, 

And forging their way through the strife ! 

— George Whrefield D'vys. 


Did you ever own one of those splendid pocketknives that are fitted 
out with four keen, steel blades, two big ones and two little ones, with a 
nail file and a dainty pair of scissors thrown in? If so, I am sure all ot 
the boys have envied you, for such a knife is certainly a fine thing to 
possess ; but what do you suppose they would have felt if some sunny 
day when a lot of you were gathered together to play mumble-the-peg, 
you had calmly drawn from your pocket a knife with a hundred blades ? 

Perhaps you think such a knife exists only in imagination, but that 
is not so, for there is at least one in the world, and I have seen it, and 
any of you boys may become its owner whenever you have a paltry one 
hundred and twenty-five dollars to hand over the counter in exchange. 

One dollar and twenty-five cents per blade seems rather high for a 
knife, doesn't it? But it is probably worth it. It is about four inches 
long by an inch wide, its silver-tipped, mother-of-pearl sides separated 
by about two and one-half inches of partitions where the many blades 
rest when closed. 

Made in one of the most famous cutlery works in Europe, it has 
crossed the ocean to find lodgment at last on a black velvet pad in a shop 
window in Denver, Colorado. There, like a king amid his courtiers, it 
rests, surrounded by more ordinary knives of all kinds, from the bowie 
knives of the cowboys ; the sharp, treacherous-looking daggers of the 
Italians ; big, homely, but useful butcher and carving knives : down 


through various gradations in size and shape, to the delicate, littl^ gold- 
tipped penknives fit only to grace a lady's workbasket. 

A hundred blades ! It certainly is a good many ; and you must na- 
turally wonder what they are. First there are the usual knife blades in 
perhaps a dozen different sizes, broad and slender, long and short, blunt 
and pointed. Then numerous blades to assist in making the toilet ; nail 
files, nail-polishers, ear spoons, a tiny mirror, a tiny nail brush, razors, 
toothpicks, nail scissors with curved ends, besides several pairs of scis- 
sors of larger size, tweezers and an adjustable watch key. 

For use in eating there is a nutcracker, nut pick, a fruit knife, and 
corkscrews. For the writing desk, a dear little pencil with adjustable 
leads, a penholder with a tiny, gold pen, paper-cutter, eraser for ink, 
and rubber for pencil marks, and a small wheel with sharp points for 
tracing outlines. 

Besides all these fancy implements there is tucked in a diminutive 
set of tools adapted to almost any emergency. Saws with various-sized 
teeth ; files, grading from a fine rat-tail to a coarse, flat variety ; brad 
awls, gimlets, large and small ; screw-drivers of different thicknesses ; 
a nail set and tack-puller, a cunning, little inch rule, and a strong blade, 
curved at the end, for use in removing small stones, and so forth, from 
horses' hoofs. 

My memory fails to recall the rest of the ingenious and useful ap- 
pliances that complete the hundred list, each one exquisitely formed and 
worked up to a high state of polish ; almost every instrument that could 
be made in miniature is included. — Janet Hay. 


The boy who is bright and witty, 

The boy who longs for fame, 
The brilliant boy, his teacher's joy, 

And the boy who leads each game — 
Right cordially I greet them, 

And wish them every joy, 
But the warmest part of my boy-loving heart 

I give to the dependable boy. 

He may be bright and witty; 

He may be brilliant, too; 
He may lead in the race, with his manly face, 

He may plan great things to do; 
He may have all the gifts and graces, 

But naught can make such joy 
And pride in me as to know that he 

Is a staunch, dependable boy! 

— Selected. 


For some regular social in the summer time, preferably one on the 
lawn, ask every one to bring an umbrella. Make the request impressive 
in the invitations and announcements. It will create much curiosity and 
start the children asking questions. When the time comes, arrange 
some kind of exercise that will create merriment; e. g., have all with 
straight handles stand on one side, those with curved handles on the 
other. At a given signal ask them to raise their umbrellas, or use them 
as soldiers do /ins in a sort of drill, and see how many can follow it. 
Play "Simon'' says to hold up, point, and lower the closed umbrella, and 
see how many can do as directed, as they do when playing "thumbs up." 
March around the yard with all umbrellas raised. Give refreshments 
free to the two having the largest and the smallest umbrellas. Have 
an extra favor to give to each one who presents an umbrella on arrival. 
— Selected. 


Give out animal crackers to the children. Each one must identify 
the animal received, and then tell all he knows about it. A story may 
be made up, or an experience related, or a trait recalled. It may add to 
the fun if each ones goes to the blackboard and draws a reproduction 
of the owned animal with a free hand. Judges frequently are called in 
to designate the best. — Selected. 


Furnish every one with a clothes-pin, and some string, and differ- 
ent colored tissue paper. Announce that all must make a doll, clothed. 
out of these materials. The boys as well as the girls must attempt the 
task. There ought, however, to be separate awards for the boys and 
girls. It will be interesting and amusing to see the result. Taste and 
skill can. both be exhibited. — Selected. 



The baby has gone to school; ah, me! 

What will the mother do? 
With never a call to button or pin, 

Or tie a little shoe? 
How can ^he keep herself busy all day 
With the little "hindering thing" away? 

Another basket to fill with lunch, 

Another good-bye to say, 
And the mother stands at the door to see 

Her baby march away; 
And turns with a sigh that is half relief. 
And half of something akin to grief. 

She thinks of a oossible future morn, 
When the children, one by one, 

Will go from home out into the world 
To battle with life alone, 

And not even the baby be left to cheer 

The desolate home of that future year. 

She picks up garments here and there, 
Thrown down in careless haste, 

And tries to think how it would seem 
If nothing were misplaced; 

If the house were always as still as this. 

How could she bear the loneliness? 

— Selected. 


Much of the ill-nature and fretfulness of children is due to weari- 
ness and indigestion, and the parent, nurse and all who come in contact 
with the child in a way disturb its rest or interrupt the natural process 
of nourishment and growth are responsible for its abnormal condition. 

Presuming the child has had proper hereditary and prenatal influ- 
ences (and this is presuming a great deal) and has entered the world 
with a goodly degree of strength and vitality and is well-equipped for 
the voyage of life, let us look to some of the adverse influences that are 
forced upon it in the outset, then wonder, if we can, why this baby died 
or became so delicate. 

Here is a case briefly stated : The baby has made its advent into 
the world and begins to breathe. It is very important that it should 
breathe and the physician and nurse notice particularly that it "gets its 
breath" all right. This function being duly established the little one is 


considered safe in that respect, regardless of the fact that the room is 
closed, the air foul with the exhalations of the occupants and possibly 
rife with tobacco smoke — ^this is the air that fills the lungs of the infant 
with its first breath and in which it must spend the days of its early 
infanthood at least. 

The child is dressed and its breathing further hampered by a ban- 
dage pinned tight around its little body. Then the babe is fed. Its little 
stomach is filled to its utmost capacity with food that is not required. 
At the end of the meal the child is wrapped in its blanket and snug- 
g^led in its bed or in the bed of the mother, in either case so wrai)ped 
and covered that a breath of fresh air cannot get to it, even if the 
room affords such a rare article. The closeness of its quarters and 
the distention of its stomach have made the little victim decidedly un- 
comfortable and it frets and cries. It is taken up, jolted and handled 
and possibly fed again before being treated to paregoric. The dru^ is 
given, the nerves deprived of their sensibility and the babe becomes 
quiet. After a time its forces rally from the narcotic effect of the drug 
and the child awakes, not rested and refreshed by normal sleep, but 
fretting and uncomfortable from the foolish treatment it has had. Food 
is given every time it cries. It cries for water and is given food ; it cries 
for fresh air and is given food ; it cries with pain and is given food ; it 
cries with more pain and is given paregoric. Thus things continue day 
after day. By frequent, persistent and irregular feeding, dosing, etc., 
through the day and night the digestive organs of the child are irritat- 
ed, congested and unable to perform their normal functions. The 
nerves are taxed and weakened. The blood is made impure by surplus 
food, absence of pure air and too much clothing, which prevents purifi- 
cation through the skin. 

If the child outlives its early babyhood it does not yet have a favor- 
able opportunity to live- The same unfavorable conditions continue and 
others come on apace. Candy, pastry, icecream soda and other destruc- 
tive abominations are added to the unhygenic dietary and something to 
eat, something to excite the taste becomes almost constantly in demand. 
As the child grows older the abnormal appetite and craving for stimu- 
lation become worse and worse and there has been laid a substantial 
foundation for chronic indigestion, nervous disorders and all the ills 
that human flesh is heir to. Then, too, there has been the excitement 
of brain and nerve centers by the habitual calling forth of the child's 
powers in attracting its attention and showing it off. It is made a play- 
thing for the family and friends, and the brain is prematurely developed 
at the expense of the body. The child becomes, if life continues, a ner- 
vous, palefaced adult, a veritable invalid, perhaps or at best a mere sug- 
gestion of a real healthy human specimen. 

How different this from the strong, healthy, active living creature 
that might have developed from this same infant if through childhood 
and youth it had been placed in circumstances and environments favor- 
able to a healthy growth and normal development of mind and body. 


The feeding of the infant is a matter of serious import and should 
be studied by every person who contemplates maternity and by all who 
in any capacity have the care of young children. The mother, as she 
values her own peace and comfort and her child's health and happiness 
as well, should exercise due care against all irregularities and indiscre- 
tions in her own habits of eating while nursing her child. Once in three 
hours through the day and never in the night is as often as the young 
child should be fed. After six months of age once in four hours i*^ 
sufficient, and at two years three times daily is often enough. Even 
though it be the neighborhood talk that Mrs. So-and-so is starving her 
baby, the socalled starved baby will have ten chances for life against one 
in the over- fed baby. The former will be making sound, healthy tissues 
of its food and keeping the organs in working order, while the over-fed 
child will be filling up with undigested and non-usable material wearing 
out the digestive and eliminating organs, and sickness, suffering and 
death result. The great mortality among young children is due to their 
unhygenic care and persistent dosing. 

Eating between meals is pernicious and even the eating of fruits or 
nuts so frequently indulged in at odd hours should not be tolerated. 

The child should have its own bed, which should be so situated as 
to give the babe the opportunity to breathe pure air. The child is never 
too young to be liberally supplied with fresh air. No function is of 
greater importance than healthful breathing. The clothing should be 
loose to permit freedom of chest movement. It should also be lig^t in 
weight and never long enough to interfere with the exercise the baby 
needs and takes in kicking. The daily bath and outdoor life are indis- 
pensable to health. Even in winter the child should be given as much 
outdoor air and sunshine as possible. Provision should be made, too, 
for bringing Nature's pure air and sunshine into the house in unstinted 
measure. When not too hot the sun may shine directly upon the naked 
body of the child greatly to the advantage of the little one. 

Let the first thing that is put into the mouth of the newborn babe 
be pure warm water, and see that the child is always liberally supplied 
with pure water. No soothing syrups, patent medicines or drugs of 
any kind should be given at any time. 

Children should be left to grow physically and thus form a basis for 
their mental powes. It is always injurious to develop the mental facul- 
ties prematurely and efforts to do so are often attended with the most 
serious results. It is especially harmful to precocious children to try to 
cultivate their "smartness." 

Children if fed properly and otherwise rationally treated will be 
^ood-natured and happy and will develop into models of manly strength 
or womanly beauty. — Health Culture. 




V= =^^ = — =J 


This query does not mean. Who are your friends down the street, 
or in the school, or at some social gathering? But who are your mental 
^nd spiritual companions when you are quiet and alone; or, in other 
words, who are your friends among the books? 

Don't you think that books can be our friends — the best of friends ? 
We may go to them, and ask for advice, and encouragement, and good 
cheer ; and they will quietly talk to us, and answer our questions, and 
point out our mistakes, and show us a better path. That is, good books 
will do all this ; and we should have nothing to do with any other kind. 

We are sorry for the individual who has no friends among books ; 
for whom there are no pet volumes, cherished for years, and fragrant 
with associations of happy days spent in their society. We are sorry 
for anyone like the lady who said she had "no time for books ; it was 
as much as she could do to read the newspapers and the weekly period- 
icals." Such a reader must be so friendless, so dependent upon chance 
acquaintanceships. We need to have real friends among the books, and 
we need to choose them wisely. 

First, then, let us go to the poets. But, perhaps, someone inter- 
rupts us here with the objection, *T do not like poetry. I never could 
make anything out of it.'* Then, my friend, you ought to set yourself 
to making something out of it. There will always be a lack in your 
mental equipment until you learn to like poetry. We should have 
among our friends tried and true our own American poets — Long- 
fellow, Lowell, Bryant, Holmes, and Whittier; also the English poets 
— Wordsworth, Scott, Browning, and Tennyson. Many of their poems 
should be read over and over again, and even committed to memory, 
until they have become parts of our thoughtful-life. For do not fancy 
that a book that is merely read through once be called a friend. You 
hardly apply this title to a stranger, whom you meet for a passing hour. 
Your friend is one whom you seek again and again, and learn to know 
and love. And it is just so with books. We may live in their atmos- 
phere and make them our intimate comrades. Then we ought to have 
in our cherished circle some first-rate biographies, the lives of great and 
good men, such as the life of David Livingstone, or the life of John G. 
Payton, or of Charles Kingsley, or John. Wesley, or Phillips Brooks. A 
thorough study of one such life is an important inspiration that we 
cannot afford to lose. 


And among our favorities should be some histories. Mr. Hamilton 
W. Mabie says : "Every reading man or woman ought to have some 
book of history at hand, no matter what studies are being pursued." 
And no boy or girl can make a mistake in reading over and again such 
works as John R. Green's History of the English People, or John L. 
Motley's Rise of the Dutch Republic. A great work of history gives us 
a wide horizon and a far outlook, and keeps us from becoming small in 

And we need to know some books of travel and learn about this 
wonderful world of ours and the people and places beyond the seas. 
One can stay quietly at home and at the same time be journeying very 
intelligently in other countries and know almost as much about them 
as the travelers who actually visit them. 

There are wonderful friends waiting to know us, and we shall find 
them if we seek for them. Our lives need never be dull, or lacking in 
splendid friendships in this day of many books. And no boy or g^rl 
need remain ignorant of the best things if he or she will choose the 
right sort of friends. 

And, remember, there is one Book that is to be ever the best loved 
among our friends. Better let all the others be forgotten than forget 
the Bible, God's message to us. No young Christian can become strong 
and useful without a growing knowledge of the Scriptures. ' Love your 
Bible above all other books. Never let a day pass without reading it, 
if only a few verses. Pray as you read. Mark your favorite passages 
and commit them to memory. Make yourself a genuine Bible student, 
and you will be able to say with the psalmist, "O, how love I thy law ! 
It is my meditation all the day. * * * The law of thy mouth is 
better unto me than thousands of gold and silver." "So shall I keep 
thy law continually forever and ever." — Selected. 


"It is just as much the duty of the home to feed the mind of a child 
as to feed its body ; to select what is to be read as to select what is to be 
eaten ; to provide good books as good clothing. In the most straitened 
home there ought to be a few books. * * ♦ Good books, and only 
good books, ought to be within the reach of every child, and every child 
ought to form the reading habit before the many diversions of later 
childhood multiply interest and divide attention. ♦ * * Bookless 
homes are merely boarding houses for neglected children." — The Out- 




Of the Primary Workers of the Church of Jesus Christ of Latter-day Saints, 

To be held in Salt Lake City, Utah, 
June Fourth and Fifth, Nineteen Hundred and Ten. 

All Primary workers, stake and local, are urged to be present at this 

Louie B. Feh, 
May Anderson, 
Clara W. Beebe, 

General Presidency. 

Saturday, 10 a. m. — ^Auditorium, Bishop's Building. 
Singing — Prayer — Singing. 
Address of Welcome — President Louie B. Felt. 
Roll call of stakes. 
Reading of Annual Reports. 

Summer Adjournments — Clara W. Beebe. 
Discussion. Led by Laura Foster. 

Choristers and Organists — Emma Ramsey Morris, Effie H. Mellor. 
Discussion. Led by Rebecca Nibley. 
. Remarks. 
Singing — Benediction. 

Saturday, 2 p. m. — Auditorium Bishop's Building. 
Singing — Prayer — Singing. 

The Suggestive Lesson — Frances K. Thommasen. 
Discussion. Led by Amy Lyman. 

Libraries in Primary Associations — Ida B. Smith. 
Discussion. Led by Edna L. Smith. 
Physical Culture — Isabelle S. Ross, Anna Nebeker. 
Discussion. Led by Lillie T. Freeze. 
Singing — Benediction. 

Saturday Evening, Auditorium Bishop's Building. 

Reception for Stake Primary workers and escorts. 

Sunday, 10 a. m. — ^Auditorium Bishop's Building. 

Testimony meeting. 
Sunday, 2 p. m. and 7 p. m.— Tabernacle. 

Conjoint services with Y. M. and Y. L. M. L A. 


Some of the officers and some of. the children go away for a vacation 
part of the summer time, but not all the officers and not all the children go 


away at one time. Everybody would enjoy a vacation, but usually most of 
us stay home, and the stay-at-homes are entitled to our consideration. 

Let the Primary help those wliose circumstances make vacations im- 
possible. Plan the most entertaining kind of programs. Meet out of doors. 
If the grounds around the ward hall are not convenient, some good people 
will be willing to permit the use of lawn or orchard. 

Have the lesson periods nhorter, and introduce games and exercises 
which will add enjoyment to the session. Have picnics and nice long walks. 
When you can, gather flowers for the sick or unhappy. The summer sea- 
son is a good tim: to prepare for fairs and to give entertainments. The 
children have plenty of time for practices and rehearsals and there is less 
danger from colds when an entertainment is given in warm weather. 


Many of the school-teachers who are compelled to stay at home during 
the summer vacation would, if approached properly, give their time and 
v'aluable help to the Primary association up to the opening of school in the 
Fall. It would be a good thing, also, to invite some of the bright girl and 
boy graduates to accept positions in the organization; they are usually full 
tion o be of service to the world, and here is a fine opportunity for 
them to put into practice some of their ideals. 

.Perhaps, with some such plan, the reg^ular officers could take a rest at 
least a part of the summer. 


The matter of summer adjournments has been carefully considered by 
the General Board, and also submitted to the two brethren of the Quorum 
of the Twelve Apostles, Elders Hyrum M. Smith and George F. Richards, 
with the following result: 

All Primary Associations will be expected to continue throughout the 
year. No regular adjournments will be recognized. When an association 
considers it necessary to stop holding its regn^lar sessions it must be be- 
cause of some condition which makes the closing of the association com- 


Part of the business of each Preparation Meeting should be a discussion 
of ways and means to increase the average attendance of irregular members 
and the enrollment of such children as have not been drawn into the asso- 


Preparation Work: 

Stake Boards should hold preparation meetings where every detail of 
work should be carefully attended to. It is desired that all meetings in 
charge of Primary workers be a demonstration pf good system and man- 
agement; that they be prompt in beginning, have no unnecessary delays in 
presenting the program, and close in a reasonable time. 

Exercises by Children: 

Where groups of children take part on the program care should be 
taken to have them in place promptly and teachers always sit with them 
to keep order. In preparing the class work the children should have oppor- 


tunities to exercise speaking out clearly and distinctly. The best lessons are 
without interest if they cannot be heard. 


Reproductions of this new portrait of the Prophet .Joseph Smith by L. 
A. Ramsey are now ready. This portrait has been purchased by the Church 
and now hangs in the Salt Lake Temple, and has been authorized and ac- 
cepted as the authentic and standard portrait of the Prophet. The Children's 
Friend has the agency to sell the reproductions at the following low prices: 
Size 20x24, $5.00; size 16x20, $3.50; size 11x14, $2.00. These are all mounted 
ready for framing. 

The Children's Friend recommends that Primary Associations get a copy 
of this beautiful picture for use in the association. Hung where it can be 
seen, it will prove a source of inspiration to children and officers. 


Professor Earl Barnes, in a lecture delivered at the Froebel Institute, 
West Kensington, a while ago, had some pointed remarks directed to "The 
Teacher Without Books." He deprecates the fact that so few teachers can 
be called readers in their professional lines. He says: "A doctor would not 
commence to practice if he had not the nucleus of a medical library ♦ * * 
and he would be certain to take in one or two of the medical journals. Yet 
it is perfectly possible for a man or woman to start in teaching work with- 
out possessing a dozen professional books." All teachers may take his words 
to heart, Sunday School as well as others. No Primary teacher even can 
afford to be without what may properly be called a "professional journal.' 
On many a lonely farm, in isolated cabins, away "down South," "up North" 
and everywhere there are struggling, earnest workers who need the help 
and sympathy of other workers, such as comes easily and naturally to teach- 
ers in cities and large towns, through the many "Unions" and institutes and 
conventions and other forms of meeting. None of these are available for the 
remote or pioneer worker. Therefore none so much needs the "professional 
journal. Through any sacrifice let her provide herself with such a friend- 
ly adviser. — Selected. 

It is best to disappoint an audience by not speaking than by speaking. 

How can we teach the children gentleness, 

And mercy to the weak, and reverence 
For life, which, in its weakness or excess, 

Is still a gleam of God's omnipotence * * * 
When by our laws, our actions, and our speech. 
We contradict the very things we teach? 
— Adapted from "The Birds of Killingworth," lines 1, 5, and 6 altered. 

"The head of a college, writing a few years ago of the influences which 
had formed his character, referred to a lady as his Sunday School teacher: 
^'I do not remember a thing she taught. But her serene faith, her spirit of 
fairness with a class of boys of growing minds, her patience and gentleness, 
her never-failing encouragement of us and belief in us, are recalled with 
gratitude. It was one of the influences that helped strongly to keep alive 
high ideals of purity, gentleness, faith, amid the unsteady influences of 

"Dream not of noble service elsewhere wrought. 
The simple duty that awaits thy hand 
Is God's voice uttering a divine command: 
Life's common deeds build all that saints have thought." 




When Mary Ann was cooking once. 

Our Polly made a pie; 
She took some flour and water 

And some butter standing nigh: 
And then she took some sug^r, 'cause 

She says she likes things sweet. 
And sprinkled on the rolling board 

All that she didn't eat. 

She rolled it out a long, long time, 

With salt, a little bit; 
She dropped it four times on the floor, 

And once she stepped on it. 
She doesn't think pie-plates of tin 

Are pretty, so she took 
A small red flower-pot saucer, 

Which was better for the cook. 

She filled her pie with half a pear, 

Two raisins and a date; 
Then put it in the oven, and 

Forgot it till quite late. 
It was not burned, for Mary Ann 

Had taken care of that; 
So Polly gave a party to 

The chickens and the cat. 

— Eleanor W. F. Bates. 


Have you met the lady, 
Who is called "Contrariwise?" 

Nothing you can do or say. 
Is just right within her eyes. 

If you say: "It's lovely weather, 
And the sun is nice and hot," 

She will say: "It's disagreeable," 
And she's cold, as like as not. 

If you say: "The flowers are lovely. 

And the birds, all sing so well," 
She will say: "They're very noisy; 

Flowers have a horrid smell." 
If you tell her that "in sewing, 

Thread should go the needle thro','' 
She will say: "To put the needle 

Thro' the thread's the thing to do." 


So it is with this and that thing; 

Nothing's quite as it should be. 
If you try to see as she sees, 

'Tether way 'twould be, she'd see. 
So she makes us all unhappy 

Be she grownup, be' she small 
But, I think, the most unhappy 

Is Miss Contrariwise of all. 

— Margaret Erskine. 


Nan heard her father say one day, 
There'd be but half a crop of hay. 

"We've had no rain for weeks," he said, 
"And not a single cloud overhead 1" 

"I s'pose I might help some," thought Nan, 
And quickly took the sprinkling can, 

And to the hayiield off she sped — 
To help as best she could, she said. 

And there, for very near an hour. 
Nan watered weed and stalk and flower. 

And father kissed his little lass 
When he espied her in the grass. 

"You did," he said, "the best you could — 
The secret, dear, of doing good." 

— Selected. 



Three little pussy cats, invited out to tea. 
Cried: "Mother, let us go, oh, do! for good we'll surely be. 
We'll wear our bibs, and hold our things as you have shown us how— 
Spoons in right paws, cups in left, and make a pretty bow. 
We'll always say, *Yes, if you please,* and 'Only half of that.' " 
"Then go, my darling children," said the happy Mother Cat. 
The three little pussy cats went out that night to tea. 
Their heads were smooth and glossy, the'r tails were swinging free. 
They held their things as they had learned, and tried to be polite. 
With snowy bibs beneath their chins, they were a pretty sight. 
But, alas for manners beaut'ful and coats as soft as silk! 
The moment that the little kits were asked to take some milk, 
They dropped their spoons, forgot to bow ,and oh, what do you think? 
They put their noses in the cups and all began to drink! 
Yes, every naughty little kit set up a MEOUW for more, 
Then knocked the tea cups over and scampered through the door. 

— Selected. 



The evening breezes gently blow, 

The sun sinks in the west, 
Then all the little flowers that grow, 

Just nod themselves to rest. 

The little stars come twinkling bright, 

The great moon shines above; 
Then angels guard them through the night. 

To show our Maker's love. 

—Sibyl Strong PhUlq^s. 



Sometimes w'en I am playin* with some fellers -Jat I knows, 

My ma she comes to call me, 'cause she wants me, I surpose. 

An' then she calls in this way: "Willie! Willie dear! Willicc-c-cc!" 

An' you'd be surprised to notice how dretful deef I be; 

An' the fellers 'at are playin' they keeps mos* orful still, 

W'ile they tell me, jus' in whispers: "Your ma is callin', Bill;" 

But my hearin' don't git better, so fur as I can see, 

W'ile my ma Stan's there a-callin': "Willie, Willie dear! Williee-c-ce ! 



An' soon my ma gives it up, an' says: Well, I'll allow 

It's mighty cur'us w'ere that boy has got to, anyhow;" 

An' then I keep on playin' just the way I did before — 

1 know if she was wantin* much she'd call to me some more. 

An' '^urty soon she comes agin, an' says: "Willie! Williee-e-cc!" 

But then my hearin's jus' as hard as w'at it useter be. 

Tf a feller has good judgment, an' uses it that way. 

He can almos' alters manage to git consid'ble play. 


But, jus' w'ile I am playin', an' prob'ly I am "it," 

They's somethin' difrrent happens, an* I have to up an* git. 

Per my pa comes to the doorway, an he intcrrup's our glee; 

He jus' says, "William Henry!" but that's enough fer me. 

You'd be surprised to notice how quickly I can hear 

W'en my pa says. "William Henry!" but never, "Willie dear!" 

Fer, though my hearin's middlin' bad to hear the voire of ma. 

It's apt to show improvement w'en the callin' comes from pa. 

— Alfred J. Waterhouse. 


Memoiy Gem: 


Use your influence against the use of fireworks! 

First Grade. 

(Children four and five years of age.) 



I love the name of Washington, 

I love my country, too. 
I love the flag, the dear old flag, 

Of red, and white, and blue." 

Development of Lesson Twenty-five. 

If possible have some small flags and play marching games. Sing songs 
suitable for the Fourth of Jilly. 

Look in back numbers of the Children's Friend and have ready some 
incidents from life of George Washington. 

Singing, rest exercises or g^mes. 

dtory, ''Protected by the Flag.** 

In a little red house on a Massachusetts hillside a family of children 
spent the summer, and I want to tell you a pretty story about theiji. One 
day when they were crossing the meadow behind the house a bird flew up 
near the path. They began to look, and in the midst of the tall grass at 
the foot of the meadow-sweet bush they found a nest with tiny eggs. It 
was the home of a pair of vesper sparrows. After their discovery the chil- 
dren watched the nest every day, but were so careful not to disturb the 
mother bird that she lost her fear and allowed them to come quietly within 
a few feet of her. 

But early in July a party of haymakers appeared. The children were in 
distress. They ran to the house in tears to tell how the mowers would spoil 
the nest and kill the birds. 

But He who is the Father of sparrows as well as of children was watch- 
ing it all. Into the minds of the children he ilashed a thought. With a 
shout they rushed forth to the men to beg them to spare the nest. 

"But how shall we know where it is? 

"We will mark the spot," said the children. 

"All right," was the reply. 

From the house the children brought a little flag, such as is used to 
mark the graves of veterans, and planted it beside the meadow-sweet bush. 

On came the mowing-machine. The next swath would bring destruc- 
tion, perhaps d ath, to the brooding mother. But at sight of the fla^^ the 
driver reined his horses aside. He was too patriotic to molest even a bird's 
home which was under the protection of the United States government. — 
^abbath Visitor. 




Memory Gem: 

"Jesus, help the little child 

To dare to do the right, 
Remembering that every act 

Is in my Father's sight." 

Review of Lesson Twenty-five. 

Talk about what was done on the Fourth. Review stories and memory 

Singing, rest exercises or games. 

Development of Lesson Twenty-six. 

Recite memory gem. Talk about Jesus, how He helped His parents 
and was obedient to them. To be polite is right. To be kind is right. Ex- 
plain some of the ways in which parents are kind to their children. How to 
be kind to one another, etc. Relate some incident from the life of Christ to 
illustrate kindness and obedience. 

»*' Singing, rest exercises or games. 

Story, "Why Father's Dinner Was Late." 

"Now, be careful," cautioned mother, as she handed Clara and Fritz a 
basket covered with a dainty napkin. Don't cr6ss the tracks in front of a 
train or an engine." 

Father was very busy that day at the factory trying to finish some doors 
for a new house, and he had asked mother to send his dinner down by the 

Clara and Fritz promised to be careful, and they went down the street 
playing, "The Boat Came Loaded With." They were as far as "H" when 
they came to the tracks. 

"The boat came loaded with apples, apes, bears, bugs — " 

"Stop!" Clara cried suddenly, and she pulled back on her side of the 
basket. "You are forgetting what mother said. Don't cross the tracks in 
front of an engine or a train," she reminded him. 

Fritz looked up quickly, and, sure enough, there was a monster engine. 
"Let's sit on the edge of the walk and wait until it goes away," he suggested. 

The game went on to the end, but the engine stayed. 

"I nope father's dinner will not get cold," said Clara anxiously as they 
started a new game. 

They did not know that father had looked out of the shop door twice 
to see if they were coming. The third time he stepped out on the walk, 
and caught sight of a familiar straw hat and some short brown curls. He 
looked again to make sure, and then started in the direction of the hat and 

the curls. 

"Why don't you come on with my dinner?" he asked when he was ' 
within calling distance. There was an annoyance in the tone, for he 
thought the children had stopped to play. 

The children started in surprise. "Mother said not to cross in front of 
an engine," and Clara pointed to the one on the track. ''We are waiting for 

it to go on." 

Then father laughed and laughed, while the children looked at him in 
astonishment. "That engine won't run over you," he said, wiping his eyes. 
"There is no fire in it and nobody to run it. That kind of an engine is called 


^ 'dead' engine. I guess I should have starved if you had. waited until it 
moved on." He lifted Clara and Fritz up to look at the "dead" engine, and 
they laughed, too. 

Father laughed again that evening as he told mother. "I waited two 
liours for my dinner," he finished. 

"The children did just as they were told, anyway, and that was the im- 
portant thing," said mother. — Sarah N. McCreery. 


Seeing the Best. 

Memory Qem: 

"Look for goodness, look for gladness, 

You will meet them all the while; 
If you bring a smiling face, 

In the glass you'll meet a smile." 

Review Lesson Twenty-six. 

Recite memory gem from last lesson. Let the children tell you about 
the things they do during the day. If they remember just what mother and 
father says to them. Review story of "Father's Dinner." 

Singing, rest exercises or games. 

Development of Lesson Twenty-seven. 

Talk about the beautiful world, trees, flowers, etc. Pleasant homes; nice 
rooms for the Primary, etc. Review poem on front page of May number 
of the Children's Friend. Use memory gem. 

Singing, rest exercises or games. 

Story, "Leonard's New Way of Seeing Things." 

It was the first time since they could remember that Leonard and Jessie 
liad paid a visit to grandfather and grrandmother. 

"Isn't it a lovely, big, old house!" said Jessie, as she stood warming her- 
self before the fireplace. 

'Not half so fine as Fred's grandfather's house," said Leonard critically. 

'Hot biscuits and honey! Oh, goody!" cried Jessie, when they went into 
the dining room for supper. Leonard did not say anything, but he looked 
at the big dish of creamed potatoes and at the dish of cold meat, and pres- 
ently he whispered to Jessie: "My mother always has lots more than this for 

Jessie did not reply, but she thought pityingly, "I think he's tired, and no 
one who is tired enjoys things." 

Jessie found all sorts of delightful things to do the next day, but Leon- 
ard saw so many things that were not so nice as some people he knew 
liad, and was so busy picking flaws in everything he saw, that he did not 
liave a pleasant day at all. 

"?oor little boy!" sighed grandmother, after he had gone to bed. "His 
lieart is so full of selfishness that he cannot see the happy side of anything; 
but dear little Jessie sees the good in everything and everybody." 

The next afternoon she came into the sitting room with something in 
her hand. She held it up and said, "Do you know what this is?" 

"A piece of stone," answered both children together. 

"Look at it through this," she said, handing it and a small magnifying 
class to Jessie. 



Jessie put her eye down close to the glass and looked through at the 
stone, and then she cried, "Oh, how lovely! Look, Leonard !" 

Leonard put his eye down to the glass and looked. "Why, it isti't a 
stone at all; it's lots and lots of tiny shells!" And so it was, hundreds of 
the tiniest shells, fastened together, looking like a piece of gray stone until 
you saw it through the glass. 

Then the children looked at other stones that grandmother had, and 
the glass showed them all sorts of wonderful things about them. 

At last grandmother said: "My little glass helped you to find out that 
an ugly, old stone was beautiful if you saw it the right way. A great many 
of the things about us are just like that. They look common and ugly till 
God puts His love into our hearts, and shows us the lovely things that we 
could not see before." 

"What did she mean, anyway?" asked Leonard, after grandmother had 
gone out. 

Jessie thought a minute and then she said, slowly, "She told us this 
morning, you know, that God's love is in everything, and that we can find 
it if we look for it, and I think she meant that now." 

"Oh!" was all that Leonard said, but a little later when grandfather 
brought in a letter for him and he started to say, "Why didn't mother write 
a longer one?" he stopped and said instead, "Mother's good to write to me 
when she's so busy." 

Grandmother's pleased smile said plainly, "You've begun using your 
heart's magnifying glass, I see," and Leonard felt happy. 

He soon found that it always made him happier to look at things in 
the new way, and he decided to try never to go back to the old way again. 
— Elizabeth Donovan. 

Memory Gem: 



"Children, do you love each other? 

Are you always kind and true? 
Do you always do to others 

As you'd have them do to you? 


Review Lesson Twenty-seven. 

Children are very apt to acquire the habit of fault-finding and of being 
dissatisfied with their lot in life. Use the last lesson to help the children 
to appreciate the good things which they enjoy every day. 

Singing, rest exercises or games. 

Development of Lesson Twenty-eight 

Talk about water, what we use it for. How plants, trees, animals, birds, 
fishes, etc., need it. Where does it come from? Be sure to tell about the 
snow, how it falls in winter and is packed tight in the mountains until 
the warm summer sun melts it and sends it down for the blessing of so 
many people and things. Speak of God's goodness in this arrangement. Use 
memory gem and talk about how children should be kind and helpful. 

Singing, rest exercises or games. 

Story, "A Legend of the Great Dipper." 

The faces of the stars shone so brightly one night, that the Earth chil- 


dren thought the Lady Moon was telling a pretty story. And so she was; 
and. this is the story. 

The Great Dipper, my dear children, which you so love to form, has a 
deep meaning which you are not to forget as long as the stars shine. 

In another world than ours, continued the Lady Moon, there was once 
a great trouble and sorrow. No; it was not in the earth world. My dear, 
she said to a tiny star who always asked questions; it was not in the heaven 
world either, but in another far away world, where many children lived. 
For some good reason, the people and children, the animals, and every 
living thing, were suffering great thirst; no water, nor dew, nor drop of 
moisture could they find anywhere. 

It was very horrible and the people were very near death. 
A little child of that world went out alone in the dry, dark night, car- 
rying a small tin dipper, and prayed very earnestly for just that little cup of 
water; and when she lifted the cup, it was brimming with clear, cold water, 
which would not spill though she ran rapidly, her hand trembling with faint- 
ness; for she did not taste the water having prayed for another's need. 
As she ran, she stumbled and fell for she was very weak; and when feeling 
about, trying to rise, she touched a little dog that seemed to be dying of 
thirst, and the good child poured a few drops of the precious water into the 
palm of her hand and the dog lapped it. He seemed as much refreshed 
as if he had drank from a river. 

The child could not see what happened to her cup; but we saw and sang 
for joy. The cup turned to silver and grew large, the water having not be- 
come less, but more by her giving. 

She hurried on to give the water to one who was quite unable to come 
to meet her, — her own dear mamma, who took the water eagerly, as one in l 
deadly fever of thirst, but without putting it to her lips, for she heard just 
then a weak moan, which came from her faithful servant who tried to raise 
her mistress' head, but found she had not the strength. The mother pressed 
the dipper into the hands of the maid, and bade her drink, feeling her own 
life so wasted that one little cup of water could not renew it. And neither 
maid servant nor mistress noticed that the dipper changed from siiver to 
gold and grew larger than before. 

The good servant was about to give each member of the family one 
spoonful of the precious water when a Stranger entered, dressed in a cos- 
tume unknown in that country, and speaking in a strange tongue, but show- 
ing the same signs of thirst and distress as themselves. The maid servant 
said, *Sacred are the needs of the Stranger in a strange land," and pressed 
the dipper to the parched lips of the fainting man. 

The the great wonder was wrought! and the golden dipper flashed forth 
incrusted with the most precious diamonds, containing a fountain of gushing 
water, which sunolied the thirsting nation as freely and as surely as it had 
quenched the thirst of the little dog. 

And the Stranger stood before them a glorious and radiant Being; and 
as he faded from their sight, a voice was heard to proclaim: 

"Blessed is he that giveth a cup of water in mv name." 

And the possession of a dipper blazing with diamonds is in that country 
a sure badge of royalty, for no one can buy or receive them as gifts, nor 
can fathers bequeath them to children. 

Each child is given a tin dipper at its birth, and only by purely unselfish 
acts can the diamond one be wrought. 

Some of the foolish people have not yet learned its secret, and they go 
about trying to exchange their tin for silver by doing kind things. Some- 
times they accuse the Father of all very bitterly because they grow old pos- 
sessing only the tin dipper, for the secret of the exchange can no more be 
told than the beautiful sparkling diamonds can be purchased. 

Sometimes there are great surprises, when people give up the hope of 
such a possession and forget themselves; for they often find the cast away 


tin dippers bearing evidence in silver, gold, or even diamonds, that they- 
have become royal, but by that time they may have no vanity because of 
their fortune. €M^ modest, thankful, brave, happy feelings possess the 
owners of diamond dippers. — Selected. 

Use your influence against the use of fireworks! 

Second Grade, 

(Children six and seven years of age.) 

Subject for the Year— The Lord's Prayer. 
Topic for the Month of July— "Give us tfiis Day our Daily Bread.** 


1. Food and Drink. 

2. Helpfulness. 

3. Service for Others. 

4. Unselfishness. 


Food and Drink. 

Aim—God gives every bird its food, but He does not throw it into the 
nest. — J. G. Holland. 

Result Desired— A strengthening of the feeling that when blessings are 
asked for it is right to work for them. 


Read the lessons on this topic which were given last year and use from 
them such parts as will add to the interest and value of the lessons this 
month. The Children's Friend, volume 8. August number, page 334. 

The main aim for the month will be founded on this thought "The Lord 
helps those who help themselves." 

The prayer says, "Give us this day our daily bread." Explain that daily 
bread means more than bread, it means all the supplies which are necessary 
for the preservation of life. Go into some of the details of the labor neces- 
sary to make sure of food and drink. Make clear the thought that back of 
man's labor stands the providence of God, how without His mercy all that 
man might do would be useless. Relate the story of Noah. How the Lord 
preserved him and his family. Emphasize the thought of the years of labor 
necessary on the part of Noah to be ready for the blessing which the Lord 
had promised. 

Memory Gem: 


"I'll help you, and you help me. 

And then what a helping world there'll be. 

Singing, rest exercises or games. 

Story: "Little Servants." . ^ 

"Oh, what an untidy room! Skip about little ones, and set it in order. 
"I don't like to tidy rooms," said Elsie, with a pucker on her pretty fore- 
head, as she turned the pieces of her dissected map this way and that. 

"1 think it must be ever so nice to keep plenty of servants," said Ruth. 
••Ye«i, indeed," said Bessie, "just like Mrs. Marshall." 


Elsie brought a pout to her lips to keep company with the pucker in her 
forehead, and looked as doleful as a little girl whose face seemed made rath- 
er for smiles than frowns could look. 

'Do you think you would be happier with nothing to do?" asked mamma. 

'Yes, I'm sure I should," said Elsie. 

'And I," said Ruth. 

"But," said Bessie thoughtfully, "I don't know. Mrs. Marshall never 
looks half so nice and pleasant as mamma, and she says her servants bother 
her all the time. Do you think they'd bother you, mamma, if you kept 

"I don't know, dear. I never tried keeping more than one, except these 
little bits of ones here," pinching Elsie's cheeks and giving Ruth's head a pat; 
"and as they are not always willing little servants, perhaps they bother me." 

"It's a shame," said Bessie, running to kiss her mother. "I do love to do 
things for you, mamma. Hurry, girls; let's see how quick we can be!" 

And the little maids flew about until the room was in good order. 

"But," said Elsie, as mamma settled herself to some sewing, and the 
three gathered around her for a talk, "I was reading the other day about the 
little king of Spain — he's only a baby, you know, mamma, and yet he's a 
king I And he has ever and ever so many servants — all for just himself." 

"I once knew some little girls who kept a great many servants." 

"Tell us about them, please, mamma. How old were they?" 

"Well, about as old as Elsie and Ruth and Bessie." 

"How many did they have?" 

"You can count up as I go on. There were two bright-looking ones, al- 
ways dressed alike, in blue, brown, or gray. Their duty was to keep on the 
watch for what ought to be done." 

"Didn't they ever do anything themselves?" 

"Not much but that. It seemed to keep them busy if they attended to 
their duties; but sometimes they were negligent, and then of course the work 
of all the other servants was thrown into confusion." 

"I'm sure it was little enough to do," said Bessie. 

"Then there were two more, whose business it was to listen to what their 
mistress's mother or teacher told them, and let her know what it was." 

"It seems to me," said Ruth, laughing, "they must have been a lazy set, 
so many to do so little. Any more, mamma?" 

"Two more, always dressed in red, who told what the others heard." "It 
took a long time to get to it, I think," said Bessie. 

"When these had settled upon anything to be done," went on mamma, 
"there were a pair of lovely little fellows, always wearing dark, stout cloth- 
ing, who carried the little girls to where their work was to be done." 

"Oh, oh!" laughed Elsie, "what a queer set you are telling us of, mamma. 
Were the little girls lame?" 

"I hope they did their work well when they got to it, after all that fuss," 
said Ruth. 

"They surely ought to have done so," mamma said; "for they had no less 
than ten little servants to do it for them." 

Now, mamma, do tell us what you mean," said Elsie. 

1 mean," said mamma, "that little Blue Eyes and Brown Eyes and Gray 
Eyes ought always to be on the lookout for anything to be done for those 
whom they love." 

"Oh, I see! And ears to listen!" cried Bessie, greatly amused at mam- 
ma's fancy. 

"And dear little lips," said mamma, kissing the pair which chanced to be 
nearest, "which cannot only talk about duties to be done, but can lighten and 
brighten every duty for themselves and for others by their smiles and merry 

"And feet to walk and run with," said Bessie. 


"And fingers.